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Middle school English teachers' knowledge and practice on pragmatics in South Korea : = An exploratory sequential mixed methods study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Middle school English teachers' knowledge and practice on pragmatics in South Korea :/
其他題名:	An exploratory sequential mixed methods study.
作者:	Jo, Hie-Myung.
面頁冊數:	1 online resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-08, Section: A.
Contained By:	Dissertations Abstracts International78-08A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369498592

Middle school English teachers' knowledge and practice on pragmatics in South Korea : = An exploratory sequential mixed methods study.
Jo, Hie-Myung.

Middle school English teachers' knowledge and practice on pragmatics in South Korea :An exploratory sequential mixed methods study. - 1 online resource (184 pages)

Source: Dissertations Abstracts International, Volume: 78-08, Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2016.

Includes bibliographical references

This mixed-methods study examined the knowledge and practice of pragmatics among Korean middle school teachers. Pragmatics is the study of communicative action in its sociocultural context, and there has been a number of pragmatics research studies that emphasize the importance of developing language learners' pragmatic competence. However, despite English Education Policy in South Korea that addresses the importance of Communicative Language Teaching (CLT), it is uncertain whether the teaching of pragmatics is taking place in South Korean classrooms given the deficits observed in Korean students studying abroad. The current Exploratory Sequential Mixed Methods study was an exploratory preliminary study that highlighted the knowledge, thoughts and practices on pragmatics of 266 middle school English teachers in South Korea. The first phase of the study involved qualitative data collection and analysis. The findings from the first phase were used to develop a survey instrument which was used to collect quantitative data in the second phase. A total of 266 middle school English teachers in South Korea participated in the survey. For instrument reliability and validity, Cronbach's alpha was employed and factor analysis was conducted using SPSS. The variables found from the results of factor analysis were used when conducting logistic regression. The results of the study indicated that while the participants know what pragmatics is in macro level definition, they may not know pragmatics in its micro level definition. Moreover, while the participants thought teaching pragmatics was important, findings showed that there were barriers to teach pragmatics in class. The factors that predict teachers practice regarding teaching pragmatics or not were also found using logistic regression. There were six predictive variables: Communicative Competence, Grammatical Competence, Pragmatics Teaching Ability, PST curriculum, School Environment, and Past Learning Experiences. Finally, how teachers incorporated pragmatics in class was explored using frequency analysis of the survey response. This study serves as a foundation for future studies examining the pre-service teacher curriculum, the relationship between the perception of pragmatics and actual teaching, and the gap between the policy and current curriculum. Keywords: pragmatics, teacher knowledge, teacher beliefs, barriers, exploratory sequential mixed methods study, logistic regression, survey development, EFL, South Korea.

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

Mode of access: World Wide Web

ISBN: 9781369498592Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Communicative competenceIndex Terms--Genre/Form:

554714
Electronic books.

Middle school English teachers' knowledge and practice on pragmatics in South Korea : = An exploratory sequential mixed methods study.
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