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An interview study of perspectives o...

Hung, Chuan-Hsiu.

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An interview study of perspectives of learners of English as a Foreign Language in the Republic of China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An interview study of perspectives of learners of English as a Foreign Language in the Republic of China./
作者:	Hung, Chuan-Hsiu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
面頁冊數:	215 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-01, Section: A, page: 7300.
Contained By:	Dissertation Abstracts International54-01A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9313120

An interview study of perspectives of learners of English as a Foreign Language in the Republic of China.
Hung, Chuan-Hsiu.

An interview study of perspectives of learners of English as a Foreign Language in the Republic of China. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 215 p.

Source: Dissertation Abstracts International, Volume: 54-01, Section: A, page: 7300.

Thesis (Ph.D.)--University of Kansas, 1992.

The purpose of this study was to describe and explain the perspectives of learners of English as a foreign language in the Republic of China. The method of inquiry utilized in this study was ethnographic interviewing. An interview instrument was developed with three exploratory questions guiding this study: (1) What elements constitute the perspectives of learners of EFL in the Republic of China? (2) What contextual variables influence the perspectives of learners of EFL in the Republic of China? and (3) What beliefs do learners of EFL in the Republic of China have about their English education which support or are contrary to their perspectives?Subjects--Topical Terms:

684418
Curriculum development.

An interview study of perspectives of learners of English as a Foreign Language in the Republic of China.
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245 1 3 $a An interview study of perspectives of learners of English as a Foreign Language in the Republic of China.
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300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-01, Section: A, page: 7300.
500 $a Chairperson: Valerie J. Janesick.
502 $a Thesis (Ph.D.)--University of Kansas, 1992.
520 $a The purpose of this study was to describe and explain the perspectives of learners of English as a foreign language in the Republic of China. The method of inquiry utilized in this study was ethnographic interviewing. An interview instrument was developed with three exploratory questions guiding this study: (1) What elements constitute the perspectives of learners of EFL in the Republic of China? (2) What contextual variables influence the perspectives of learners of EFL in the Republic of China? and (3) What beliefs do learners of EFL in the Republic of China have about their English education which support or are contrary to their perspectives?
520 $a The theoretical framework that guided this study was symbolic interactionism. Seventeen participants were selected to participate in this study. Two open-ended interviews were conducted with each of the seventeen participants. Thirty four interviews were conducted over a three month period. Participants' responses were tape-recorded and then transcribed and analyzed utilizing the constant comparative method as described by Glaser and Strauss (1967) in their development of grounded theory.
520 $a The major findings were the basis of the construction of a model, which was entitled "A Utilitarian Perspective of Learners of EFL in the Republic of China." The major findings included: (1) A utilitarian perspective evolved from statements provided by the participants regarding two issues: the need to be able to communicate in English, and the need to make changes in EFL education in the Republic of China. (2) Two primary variables influenced participants' perspectives on their English learning experiences: participants' previous EFL education experiences, and the target language country experiences. (3) The majority of participants drew a distinction between what they learned in the EFL classroom and what could actually be put to use when living in the target language country. The data indicated that the achievement in fostering language learners' English reading ability is the strength of EFL education in the Republic of China. However, the four language skills--listening, speaking, reading, and writing have not been equally emphasized, and seemed the most problematic in EFL education in Taiwan, the Republic of China.
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