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A Description of Idiom Teaching Strategies and the Barriers Teachers Encounter While Teaching Idioms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Description of Idiom Teaching Strategies and the Barriers Teachers Encounter While Teaching Idioms./
作者:	Gully, Geremy O'Neal.
面頁冊數:	1 online resource (227 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798379547356

A Description of Idiom Teaching Strategies and the Barriers Teachers Encounter While Teaching Idioms.
Gully, Geremy O'Neal.

A Description of Idiom Teaching Strategies and the Barriers Teachers Encounter While Teaching Idioms. - 1 online resource (227 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2023.

Includes bibliographical references

The purpose of this qualitative descriptive study was to explore how ELL teachers described their idiom teaching strategies and the barriers to teaching idioms to ELL students. It was not known how ELL teachers describe their idiom teaching strategies and the barriers to teaching idioms to ELL students. The research questions were examined in this study: Research Question 1: How do ELL teachers describe their idiom teaching strategies? Research Question 2: How do ELL teachers describe barriers to teaching idioms to ELL students? The sample was 18 English language instructors at a private K-12 school in Taipei. The concepts of communicative competence (CC) and communities of practice (CoP) provided the conceptual framework for this study. The analytic strategy was thematic analysis to analyze the interview and focus group responses. With regard to Research Question 1, the thematic analysis revealed three themes that showed how teachers described their idiom teaching strategies. These three themes were that their idiom teaching strategies were self-developed and included contextualized as well as culturally based lessons. For Research Question 2, which addressed how teachers described the barriers they faced while teaching idioms, the themes were: (a) limited textbook guidance, (b) lack of stakeholder support on the importance of idioms, and (c) creating cultural contexts in which the students could practice in the classroom. The conclusion of the study was that teachers' idiom teaching strategies were self-developed lessons intended to implement cultural context in the classroom. The barriers teachers faced included limited guidance in ELL textbooks and lack of stakeholder support. Keywords: idioms, culturally based lessons, contextualized lessons, communicative competence, and communities of practice.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379547356Subjects--Topical Terms:

555998
Psychology.
Subjects--Index Terms:

EnglishIndex Terms--Genre/Form:

554714
Electronic books.

A Description of Idiom Teaching Strategies and the Barriers Teachers Encounter While Teaching Idioms.
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