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Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program

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Title: Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program
Language: English
Authors: Jobbitt, Todd
Source: Online Submission. Aug 2014 1(1):38-60.
Peer Reviewed: N
Page Count: 24
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Preservice Teachers, Teacher Attitudes, Language Teachers, Teaching Methods, Qualitative Research, Statistical Analysis, Futures (of Society), Learning Experience, Course Content, Communicative Competence (Languages), Grammar, Translation, Audiolingual Methods
Geographic Terms: South Korea
ISSN: 2373-7921
Abstract: The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students actually try out new methods, or techniques from these methods, in their present or future teaching contexts? Qualitative and quantitative results show that although students overwhelmingly had limited prior exposure to a variety of teaching methods and shared a heavy reliance on a select few methods, there was a strong propensity for future learning using the methods and techniques presented in the course.
Abstractor: As Provided
Number of References: 22
Entry Date: 2015
Accession Number: ED556112
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program
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  Data: The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students actually try out new methods, or techniques from these methods, in their present or future teaching contexts? Qualitative and quantitative results show that although students overwhelmingly had limited prior exposure to a variety of teaching methods and shared a heavy reliance on a select few methods, there was a strong propensity for future learning using the methods and techniques presented in the course.
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      – Text: English
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        PageCount: 24
        StartPage: 38
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Futures (of Society)
        Type: general
      – SubjectFull: Learning Experience
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      – SubjectFull: Course Content
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      – SubjectFull: Communicative Competence (Languages)
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      – SubjectFull: Grammar
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      – SubjectFull: Translation
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      – SubjectFull: Audiolingual Methods
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      – SubjectFull: South Korea
        Type: general
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      – TitleFull: Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program
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