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Title: The significance of culture in language learning
Author: Brookes-Lewis, Kimberly Anne
ISNI:       0000 0004 2677 3730
Awarding Body: The University of Kent
Current Institution: University of Kent
Date of Award: 2007
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This is an inquiry into adult Mexican English foreign language learners' perceptions of the significance of culture in teaching and learning of English as a foreign language. The participants were Spanish-speaking adults studying at the university level in Morelia, Michoacan, Mexico. Working within the framework of qualitative-interpretative methodology, the focus of this inquiry is the investigation of the participants' perceptions of their experiences in the context of the inquiry in the classrooms. This context was an EFL course designed specifically for Spanish-speaking adults in Mexico based on the analysis of my personal experiences as an adult language learner and as an EFL teacher in Mexico. The research questions of this inquiry are: • What are adult learners' perceptions of beginning with an overview of the history and development of the target language? • What are adult learners' perceptions of learning about a particular target culture where the target language is spoken? • What are adult learners' perceptions of the inclusion of their maternal language and culture in foreign language learning? • What are adult learners' perceptions of working with awareness of language, culture and learning in the foreign language classroom? • What are adult learners' perceptions of explicit teaching in the foreign language classroom? The indications of this inquiry are that some adult EFL learners in Mexico perceive that an introduction to the target language and culture for the adult learner is called for in order to meet adult learner needs, along with the inclusion of the learner's maternal language and culture in EFL teaching and learning, an orientation to foreign language learning, and explicit teaching rather than other types of activities in the classroom. The practical application of these issues in the foreign language classroom with adults may not be indicated in all situations or appreciable for a" adult learners.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available