English as a second language (ESL) teachers' perceptions of grammar instruction

Please use this identifier to cite or link to this item: https://knowledgecommons.lakeheadu.ca/handle/2453/2826

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DC Field	Value	Language
dc.contributor.advisor	Blaikie, Fiona
dc.contributor.author	Zhong, Lan
dc.date.accessioned	2017-06-07T19:57:11Z
dc.date.available	2017-06-07T19:57:11Z
dc.date.created	2005
dc.date.issued	2005
dc.identifier.uri	http://knowledgecommons.lakeheadu.ca/handle/2453/2826
dc.description.abstract	The purpose of this study is to examine the perceptions that teachers of English as a second language (ESL) have regarding grammar instruction in ESL classrooms. The participants are five ESL teachers in ESL programs in Northern Ontario. The design of the study is qualitative. The primary method of data collection is based on focused questions via an interview guide (Patton, 2002).
dc.language.iso	en_US
dc.subject	English language (Study and teaching,Foreign speakers)
dc.subject	Second language acquisition
dc.subject	English language (Grammar)
dc.title	English as a second language (ESL) teachers' perceptions of grammar instruction
dc.type	Thesis
etd.degree.name	Master of Education
etd.degree.level	Master
etd.degree.discipline	Education
etd.degree.grantor	Lakehead University
dc.contributor.committeemember	O'Meara, John
Appears in Collections:	Retrospective theses

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