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Exploring adult learners' perception...

Jouaibi, Zakaria.

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Exploring adult learners' perceptions and attitudes towards the use of bilingual teaching in FL/EFL classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring adult learners' perceptions and attitudes towards the use of bilingual teaching in FL/EFL classrooms./
Author:	Jouaibi, Zakaria.
Description:	311 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3739191
ISBN:	9781339297323

Exploring adult learners' perceptions and attitudes towards the use of bilingual teaching in FL/EFL classrooms.
Jouaibi, Zakaria.

Exploring adult learners' perceptions and attitudes towards the use of bilingual teaching in FL/EFL classrooms. - 311 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--Indiana State University, 2015.

The utility or futility of bilingual or monolingual teaching approach in a second (L2) or foreign language (FL) classroom is determined by the learners themselves as they are the ones who are exposed to that given teaching approach, and the ones who can concretely identify its impact on their learning experiences. Hence, a qualitative approach was utilized to explore students' perceptions and attitudes towards the use of bilingual teaching in their L2/FL classes and its impact on their learning experiences. The theoretical framework implemented in this qualitative study was the constructivist paradigm. Utilizing the constructivist ground theory as a research methodology, semi-structured interviews were conducted with 12 participants who were studying a FL since high school and were taking 200-level or above college FL courses. To analyze the gathered data, line-by-line open coding, axial coding, and constant comparative method were implemented. The analysis of the data led to the emergence of four core categories: pro-monolingual teaching, pro-bilingual teaching, students' perceptions of explicit grammar teaching and contrastive instruction, and students' pedagogical insights. All the information provided by the participants can be used to better grasp the learners' learning experiences, their perceptions, and attitudes. All the participants concurred that in order to learn a given foreign language, learners should be exposed to the TL as well as have TL output production opportunities. Most of them committedly preferred the use of monolingual teaching, especially in higher-level courses. Others, on the other hand, expressed their preference for the use of bilingual teaching with the acknowledgment that TL exposure plays a significant role in learning a given TL. Furthermore, the pro-monolingual participants also acknowledged the pedagogical, affective, and logistical roles that L1 plays, especially in early stages of TL learning. In addition, it seems that there is a consensus germane to the use of cross-linguistic instruction in beginner classes as well as if a pedagogical need emerges. In other words, the use of monolingual or bilingual teaching seems to be governed by the learner's TL proficiency level and if there is a pedagogical necessity that requires switching to L1 or implementing cross-linguistic instruction. Based on those findings, The Communicative Contrastive Approach was developed.

ISBN: 9781339297323Subjects--Topical Terms:

3172512
Foreign language education.

Exploring adult learners' perceptions and attitudes towards the use of bilingual teaching in FL/EFL classrooms.
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500 $a Adviser: Susan Kiger.
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520 $a The utility or futility of bilingual or monolingual teaching approach in a second (L2) or foreign language (FL) classroom is determined by the learners themselves as they are the ones who are exposed to that given teaching approach, and the ones who can concretely identify its impact on their learning experiences. Hence, a qualitative approach was utilized to explore students' perceptions and attitudes towards the use of bilingual teaching in their L2/FL classes and its impact on their learning experiences. The theoretical framework implemented in this qualitative study was the constructivist paradigm. Utilizing the constructivist ground theory as a research methodology, semi-structured interviews were conducted with 12 participants who were studying a FL since high school and were taking 200-level or above college FL courses. To analyze the gathered data, line-by-line open coding, axial coding, and constant comparative method were implemented. The analysis of the data led to the emergence of four core categories: pro-monolingual teaching, pro-bilingual teaching, students' perceptions of explicit grammar teaching and contrastive instruction, and students' pedagogical insights. All the information provided by the participants can be used to better grasp the learners' learning experiences, their perceptions, and attitudes. All the participants concurred that in order to learn a given foreign language, learners should be exposed to the TL as well as have TL output production opportunities. Most of them committedly preferred the use of monolingual teaching, especially in higher-level courses. Others, on the other hand, expressed their preference for the use of bilingual teaching with the acknowledgment that TL exposure plays a significant role in learning a given TL. Furthermore, the pro-monolingual participants also acknowledged the pedagogical, affective, and logistical roles that L1 plays, especially in early stages of TL learning. In addition, it seems that there is a consensus germane to the use of cross-linguistic instruction in beginner classes as well as if a pedagogical need emerges. In other words, the use of monolingual or bilingual teaching seems to be governed by the learner's TL proficiency level and if there is a pedagogical necessity that requires switching to L1 or implementing cross-linguistic instruction. Based on those findings, The Communicative Contrastive Approach was developed.
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