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Teachers'Attitudes and Perceptions T...

Migdadi, Maha M.

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Teachers'Attitudes and Perceptions Toward the Use of Students' First Language to Facilitate Teaching Grammar of the Second Language in Adult ESL Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers'Attitudes and Perceptions Toward the Use of Students' First Language to Facilitate Teaching Grammar of the Second Language in Adult ESL Classrooms./
Author:	Migdadi, Maha M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	250 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	English as a second language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30316220
ISBN:	9798379732059

Teachers'Attitudes and Perceptions Toward the Use of Students' First Language to Facilitate Teaching Grammar of the Second Language in Adult ESL Classrooms.
Migdadi, Maha M.

Teachers'Attitudes and Perceptions Toward the Use of Students' First Language to Facilitate Teaching Grammar of the Second Language in Adult ESL Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 250 p.

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--New Mexico State University, 2023.

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

The debate over whether English language teachers should include or exclude the students' first language has been a topic of debate for a long time (Brown, 2000). This dissertation examines English as a second language (ESL) teachers' perceptions and attitudes toward the use of the students' first language (L1) as a tool to facilitate teaching the grammar of the second language (L2) in an adult ESL classroom. A qualitative case study was used to examine the perceptions of six ESL instructors teaching English as a second language for adults at a community college in the southwestern United States. Social-cultural theory (Vygotsky, 1976) was implemented to guide this dissertation. Data was collected through semi-structured{A0}interviews with six participants, a focus group discussion, classroom observations, and various document analyses. Line-by-line open coding and axial coding were used to analyze the data. The findings indicated that the participants were in agreement regarding the benefits of using students' first language (L1) as a tool to facilitate teaching the grammar of the second language (L2) in adult ESL classes. Results also revealed several factors that influence the participants' teaching beliefs and practices as well as their decisions on when, where, how, and why L1 should be used when teaching the grammar of the second language in adult second language classes.

ISBN: 9798379732059Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Teaching grammar

Teachers'Attitudes and Perceptions Toward the Use of Students' First Language to Facilitate Teaching Grammar of the Second Language in Adult ESL Classrooms.
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500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Rutledge, David.
502 $a Thesis (Ph.D.)--New Mexico State University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a The debate over whether English language teachers should include or exclude the students' first language has been a topic of debate for a long time (Brown, 2000). This dissertation examines English as a second language (ESL) teachers' perceptions and attitudes toward the use of the students' first language (L1) as a tool to facilitate teaching the grammar of the second language (L2) in an adult ESL classroom. A qualitative case study was used to examine the perceptions of six ESL instructors teaching English as a second language for adults at a community college in the southwestern United States. Social-cultural theory (Vygotsky, 1976) was implemented to guide this dissertation. Data was collected through semi-structured{A0}interviews with six participants, a focus group discussion, classroom observations, and various document analyses. Line-by-line open coding and axial coding were used to analyze the data. The findings indicated that the participants were in agreement regarding the benefits of using students' first language (L1) as a tool to facilitate teaching the grammar of the second language (L2) in adult ESL classes. Results also revealed several factors that influence the participants' teaching beliefs and practices as well as their decisions on when, where, how, and why L1 should be used when teaching the grammar of the second language in adult second language classes.
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650 4 $a Bilingual education. $3 2122778
653 $a Teaching grammar
653 $a ESL instructors
653 $a First language
653 $a Grammar instruction
653 $a Second language acquisition
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