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Adult Hispanic immigrants' assumptio...

Gault, Thomas Renwick, II.

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Adult Hispanic immigrants' assumptions regarding good teaching in ESL.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adult Hispanic immigrants' assumptions regarding good teaching in ESL./
Author:	Gault, Thomas Renwick, II.
Description:	227 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1704.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133273
ISBN:	0496805134

Adult Hispanic immigrants' assumptions regarding good teaching in ESL.
Gault, Thomas Renwick, II.

Adult Hispanic immigrants' assumptions regarding good teaching in ESL. - 227 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1704.

Thesis (Ph.D.)--University of Southern California, 2003.

This dissertation examines the assumptions that adult Hispanic immigrants hold as they enter classes for English as a second language (ESL). Participants were 136 students in four beginning level classes. They provided both qualitative and quantitative data, first writing a paragraph on what they considered important in a teacher or class, and then ranking 34 statements regarding teaching practices.

ISBN: 0496805134Subjects--Topical Terms:

1018115
Education, Language and Literature.

Adult Hispanic immigrants' assumptions regarding good teaching in ESL.
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100 1 $a Gault, Thomas Renwick, II. $3 1939759
245 1 0 $a Adult Hispanic immigrants' assumptions regarding good teaching in ESL.
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1704.
500 $a Adviser: Stephen David Krashen.
502 $a Thesis (Ph.D.)--University of Southern California, 2003.
520 $a This dissertation examines the assumptions that adult Hispanic immigrants hold as they enter classes for English as a second language (ESL). Participants were 136 students in four beginning level classes. They provided both qualitative and quantitative data, first writing a paragraph on what they considered important in a teacher or class, and then ranking 34 statements regarding teaching practices.
520 $a The primary finding was that these immigrants assumed that ESL teaching should be direct and explicit, designed and implemented by a teacher expert. They were concerned with consciously learning and mastering the details of grammar and vocabulary through instruction and error correction. Respondents looked at language acquisition as a process of learning individual pieces and displayed an intolerance of ambiguity. They were more concerned with performing the language correctly than with comprehension. Furthermore, they rejected methods associated with comprehensible-input based instruction.
520 $a Although there is little previous research directly on this topic, these findings are consistent with previous studies and cultural theory, particularly the writings of Paz and Freire. The findings are problematic in language education, however. The methods that this group embraces have largely been discredited; they do not lead to true language acquisition. This group rejects the natural methods that have been shown to be more effective.
520 $a Suggestions are given for overcoming this dilemma. First, teachers and schools are encouraged to clearly explain, in students' native languages, the theory that underpins the methods being used. Second, teachers are encouraged to give enough structure and repetition in their lessons to put students at ease and help them perceive that they are learning.
520 $a This dissertation's findings also show the importance of assessing students' a priori attitudes when evaluating the effectiveness of a teaching method. A particular strategy or broad methodology may succeed solely because it corresponds to students' assumptions, even though it is not truly effective for language acquisition. Likewise, a (theoretically) great technique may fail because it does not meet students' expectations.
590 $a School code: 0208.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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690 $a 0516
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710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 65-05A.
790 1 0 $a Krashen, Stephen David, $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133273