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Teaching Pronunciation to Adult English Language Learners : = A Hermeneutic Phenomenological Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Pronunciation to Adult English Language Learners :/
其他題名:	A Hermeneutic Phenomenological Case Study.
作者:	Velasco, Milagros M.
面頁冊數:	1 online resource (233 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9798357577252

Teaching Pronunciation to Adult English Language Learners : = A Hermeneutic Phenomenological Case Study.
Velasco, Milagros M.

Teaching Pronunciation to Adult English Language Learners :A Hermeneutic Phenomenological Case Study. - 1 online resource (233 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--Keiser University, 2022.

Includes bibliographical references

The population of English language learners (ELLs) in the United States is the fastest-growing portion of adult education programs. As a result, there is a significant concern about improving instruction and guaranteeing the language teaching method's effectiveness. Communicative language teaching (CLT), a widely used method that emphasizes fluency and neglects pronunciation, has led the ELLs to finish the program unable to interact and communicate efficiently, causing considerable anxiety and delay in the learners' language progress. A qualitative phenomenological hermeneutic case study was designed to explore the ELL's experiences of learning English without learning the pronunciation rules. The study was underpinned by Vygotsky's sociocultural theory of cognitive development, which suggests learning is a social process that occurs through interactions with people who possess more knowledge; Bandura's theory of self-efficacy, which refers to the individual's belief and confidence about their capabilities; and Krashen's monitor hypothesis that states that a learner must monitor their speech and correct oneself. Data were collected through seven semi structured individual interviews and one focus group with six participants that explored their lived experiences and perceptions about learning English without knowing the pronunciation rules. The collected data were thematically coded and analyzed. Findings showed that ELLs lack pronunciation support, self-confidence to interact, and a willingness to communicate.

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

Mode of access: World Wide Web

ISBN: 9798357577252Subjects--Topical Terms:

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

Communicative language teachingIndex Terms--Genre/Form:

554714
Electronic books.

Teaching Pronunciation to Adult English Language Learners : = A Hermeneutic Phenomenological Case Study.
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