Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings

Persistent Link:
http://hdl.handle.net/10150/195302
Title:
Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings
Author:
Brown, Alan Victor
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Relatively few studies have specifically compared L2 teacher's perceptions of effective FL teaching with their own students (Beaudrie, Brown, Thompson, 2004; Brosh, 1996, Kern, 1995a). The current study explores FL teachers' and students' perceptions of FL teaching by analyzing matches between each group's perceptions. The principal objectives of this study were threefold: 1) the identification and comparison of post-secondary L2 students' and L2 teachers' perceptions of effective teaching behaviors on a Likert-scale questionnaire; 2) the comparison of students' and teachers' perceptions of how often specific teaching behaviors are performed; 3) the comparison of students' evaluations of teaching to their instructors' self-evaluations on a similar questionnaire. A secondary objective of the study was to compare students' responses on selected items from the university's TCE form with their responses on the discipline-specific questionnaires used in this study.Forty-nine teachers and their 83 intact beginning-level language classes (101-202) across nine languages at the University of Arizona voluntarily participated in the study during Spring semester, 2005. Participating students and teachers filled out questionnaires regarding perceptions of 1) what effective FL teachers should be doing in the classroom, 2) how often certain target behaviors are performed, and 3) how effective teachers perform them. An additional component of the study involved the comparison of the students' ratings on the language-teaching questionnaire with selected questions relative to teaching taken from the standard TCE form used university wide. Statistical analyses demonstrated that teachers and students, overall and by teacher, do have very different perceptions regarding FL teaching. Issues such as immediate error correction, task-based teaching, students' use of FL early on, use of pair and small-group work, and grammar teaching all reflected differing opinions between groups. Participants' responses to the use of English in testing, the importance of native-like command of the target language by the teacher, the simplification of the FL by the teacher, and the necessity of situating grammar into real-world contexts were similar. In summary, students and teachers seem to have dissimilar views on grammar teaching and communicative language teaching strategies with students favoring a grammar-based approach and teachers favoring a communicative FL classroom.
Type:
text; Electronic Dissertation
Keywords:
students' & teachers' perceptions of FL teaching practices
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Second Language Acquisition & Teaching; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Schulz, Renate E.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleStudents' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratingsen_US
dc.creatorBrown, Alan Victoren_US
dc.contributor.authorBrown, Alan Victoren_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractRelatively few studies have specifically compared L2 teacher's perceptions of effective FL teaching with their own students (Beaudrie, Brown, Thompson, 2004; Brosh, 1996, Kern, 1995a). The current study explores FL teachers' and students' perceptions of FL teaching by analyzing matches between each group's perceptions. The principal objectives of this study were threefold: 1) the identification and comparison of post-secondary L2 students' and L2 teachers' perceptions of effective teaching behaviors on a Likert-scale questionnaire; 2) the comparison of students' and teachers' perceptions of how often specific teaching behaviors are performed; 3) the comparison of students' evaluations of teaching to their instructors' self-evaluations on a similar questionnaire. A secondary objective of the study was to compare students' responses on selected items from the university's TCE form with their responses on the discipline-specific questionnaires used in this study.Forty-nine teachers and their 83 intact beginning-level language classes (101-202) across nine languages at the University of Arizona voluntarily participated in the study during Spring semester, 2005. Participating students and teachers filled out questionnaires regarding perceptions of 1) what effective FL teachers should be doing in the classroom, 2) how often certain target behaviors are performed, and 3) how effective teachers perform them. An additional component of the study involved the comparison of the students' ratings on the language-teaching questionnaire with selected questions relative to teaching taken from the standard TCE form used university wide. Statistical analyses demonstrated that teachers and students, overall and by teacher, do have very different perceptions regarding FL teaching. Issues such as immediate error correction, task-based teaching, students' use of FL early on, use of pair and small-group work, and grammar teaching all reflected differing opinions between groups. Participants' responses to the use of English in testing, the importance of native-like command of the target language by the teacher, the simplification of the FL by the teacher, and the necessity of situating grammar into real-world contexts were similar. In summary, students and teachers seem to have dissimilar views on grammar teaching and communicative language teaching strategies with students favoring a grammar-based approach and teachers favoring a communicative FL classroom.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectstudents' & teachers' perceptions of FL teaching practicesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairSchulz, Renate E.en_US
dc.contributor.committeememberDupuy, Beatriceen_US
dc.contributor.committeememberWildner-Bassett, Maryen_US
dc.contributor.committeememberAleamoni, Lawrence M.en_US
dc.identifier.proquest1701en_US
dc.identifier.oclc137356780en_US
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