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dc.contributor.authorAdams, Kristine A. L.
dc.date.accessioned2018-04-16T23:37:26Z
dc.date.available2018-04-16T23:37:26Z
dc.date.issued2012-08
dc.identifier.urihttp://hdl.handle.net/11122/8303
dc.descriptionThesis (M.A.) University of Alaska Fairbanks, 2012en_US
dc.description.abstractThis study investigates perceptual mismatches in a university English as a second language classroom. Perceptual Mismatches in the classroom are a failure on the part of teachers and students to understand or interpret something the same way. These mismatches can lead to missed learning opportunities that impede teaching and learning. The purpose of this teacher research was to identify mismatches in a university ESL classroom in the U.S. This course was designed for Chinese degree completion students. Data was collected via questionnaires, interviews, dialogue journals, and observations. The results of this study show a tendency in mismatches between teachers and students dealing with perceptions of teacher centered classrooms and learner centered classrooms, and communicative interactions. These mismatches may occur due to previous learning experiences and expectations. This study also shows there is a tendency towards mismatches between teachers, and there is much room in this field for further studies.en_US
dc.language.isoen_USen_US
dc.subjectLanguage and languagesen_US
dc.subjectStudy and teaching (Higher)en_US
dc.subjectEnglish languageen_US
dc.titlePerceptual mismatches in a university English as a second language classroomen_US
dc.typeThesisen_US
dc.type.degreemaen_US
dc.identifier.departmentLinguistics Programen_US
refterms.dateFOA2020-03-05T15:23:42Z


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