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English as a Second Language (ESL) T...

Muyesser, Meral.

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English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study./
Author:	Muyesser, Meral.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	184 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28151338
ISBN:	9798698500087

English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study.
Muyesser, Meral.

English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 184 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

A lack of pragmatic awareness and instruction affects communication both in and outside of the ESL classroom. Thus, it is not only essential to teach pragmatics in ESL classrooms, but it is also critical that ESL teachers have pragmatic knowledge and are aware of the process of how pragmatics should be taught to language learners. This qualitative case study was designed to investigate if community college ESL teachers receive sufficient pragmatic training in their graduate TESL preparation programs and to explore how ESL teachers address pragmatics when it is not part of their program curriculum. The purposefully selected sample was composed of 15 ESL instructors from a community college in the Mid-Atlantic Region. Semistructured interviews were used as the primary instrument for data collection, and observations and document review were utilized as a supportive data collection method. Inductive analysis was used, and the data were coded and organized according to the research questions, and analysis and interpretation of the findings were organized into eight themes that were based on the study's conceptual framework. This research revealed that ESL instructors are not fully aware of the field of pragmatics, and the understanding of its application to their teaching practice is limited. ESL teachers' lack of awareness and limited knowledge of incorporating pragmatics into ESL classrooms are not only linked to inadequate formal pragmatic training in graduate TESL programs but also a lack of language materials covering pragmatics, pragmatics not being considered as a core curricular component in programs, and an overload of curriculum to be covered. The recommendations put forth should be considered for future research and practice. The study elevates a number of opportunities for future research, highlights a strong need in the area of practice, and emphasizes the importance of integrating pragmatic learning and teaching in both ESL teachers' preparation programs and ESL programs.

ISBN: 9798698500087Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

English language learning

English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study.
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