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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:	Language materials, manuscript : 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.
Description:	1 online resource (250 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (250 pages)

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

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

Includes bibliographical references

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 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.

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

Mode of access: World Wide Web

ISBN: 9798379732059Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

Teaching grammarIndex Terms--Genre/Form:

554714
Electronic books.

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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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 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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