東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Students' and instructors' perceptio...

Liu, Annie Wantze.

FindBook

Google Book

Amazon

博客來

Students' and instructors' perceptions of tone pedagogy: A qualitative, collective case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' and instructors' perceptions of tone pedagogy: A qualitative, collective case study./
作者:	Liu, Annie Wantze.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	224 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714874
ISBN:	9781321926736

Students' and instructors' perceptions of tone pedagogy: A qualitative, collective case study.
Liu, Annie Wantze.

Students' and instructors' perceptions of tone pedagogy: A qualitative, collective case study. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 224 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (D.Ed.)--University of Phoenix, 2014.

The purpose of this qualitative, collective case study was to investigate students' and instructors' perceptions of tone pedagogy in teaching Chinese as a foreign language (TCFL). Most tone-related research in the field has studied students' production and perception of tones without connecting the students' perceptions and their feelings with teaching materials, tools, and techniques. Researchers have also noted the lack of serious research on student attitudes, perceptions, and beliefs in foreign language study. This study asked what tone pedagogy was used in class and why the instructors perceived them as effective, how and why the students felt about them, and if these perceptions corresponded with each other. Three instructors were interviewed, five sessions of their introductory Chinese classes were observed, and eleven students joined the online focus group for a discussion. Data were collected, triangulated, and analyzed using qualitative analysis software QSR NVivo 10. By understanding students' perceptions on the effectiveness of tone pedagogy in their own words, instructors can avoid repeating or using materials, tools, and techniques that students find ineffective or are unwilling to cooperate with. The results show that the students' perceptions were most aligned with those of their instructors on explicit instruction, error correction, repetition, and listening to audio recordings, techniques that are mostly associated with older grammar translation and audio-lingual methods. The study reveals a need for TCFL instructors to employ attested tone pedagogies in a professional learning community.

ISBN: 9781321926736Subjects--Topical Terms:

3172512
Foreign language education.

Students' and instructors' perceptions of tone pedagogy: A qualitative, collective case study.
LDR:02600nmm a2200313 4500 001 2164232
005 20181030085013.5
008 190424s2014 ||||||||||||||||| ||eng d
020 $a 9781321926736
035 $a (MiAaPQ)AAI3714874
035 $a AAI3714874
040 $a MiAaPQ $c MiAaPQ
100 1 $a Liu, Annie Wantze. $3 3352276
245 1 0 $a Students' and instructors' perceptions of tone pedagogy: A qualitative, collective case study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 224 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Shannon Hilliker.
502 $a Thesis (D.Ed.)--University of Phoenix, 2014.
520 $a The purpose of this qualitative, collective case study was to investigate students' and instructors' perceptions of tone pedagogy in teaching Chinese as a foreign language (TCFL). Most tone-related research in the field has studied students' production and perception of tones without connecting the students' perceptions and their feelings with teaching materials, tools, and techniques. Researchers have also noted the lack of serious research on student attitudes, perceptions, and beliefs in foreign language study. This study asked what tone pedagogy was used in class and why the instructors perceived them as effective, how and why the students felt about them, and if these perceptions corresponded with each other. Three instructors were interviewed, five sessions of their introductory Chinese classes were observed, and eleven students joined the online focus group for a discussion. Data were collected, triangulated, and analyzed using qualitative analysis software QSR NVivo 10. By understanding students' perceptions on the effectiveness of tone pedagogy in their own words, instructors can avoid repeating or using materials, tools, and techniques that students find ineffective or are unwilling to cooperate with. The results show that the students' perceptions were most aligned with those of their instructors on explicit instruction, error correction, repetition, and listening to audio recordings, techniques that are mostly associated with older grammar translation and audio-lingual methods. The study reveals a need for TCFL instructors to employ attested tone pedagogies in a professional learning community.
590 $a School code: 0850.
650 4 $a Foreign language education. $3 3172512
650 4 $a Pedagogy. $3 2122828
650 4 $a Linguistics. $3 524476
650 4 $a Asian studies. $3 1571829
690 $a 0444
690 $a 0456
690 $a 0290
690 $a 0342
710 2 $a University of Phoenix. $3 1018420
773 0 $t Dissertation Abstracts International $g 76-12A(E).
790 $a 0850
791 $a D.Ed.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714874