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Prospective ESL/EFL Teachers’ Perceptions towards Writing Poetry in a Second Language: Difficulty, Value, Emotion, and Attitude
Eurasian Journal of Applied Linguistics Pub Date : 2018-03-15 , DOI: 10.32601/ejal.460583
Fang-Yu Liao

The study aims to explore how 18 M.A. TESOL students, who are prospective or experienced ESL/EFL teachers, perceive poetry writing in a second language. A qualitative interview-based design was utilized. Following Iida’s (2012a) analytical framework in examining EFL students’ perceptions toward writing haiku in English, this current study investigates 18 prospective ESL/EFL teachers’ perspectives through the lens of difficulty, value, emotion, and attitude. In order to validate the coding of the interviews, the intraclass correlation coefficient (ICC) test was computed among three interview coders including the primary researcher, which yields a great agreement rate at .86. The results indicate that while these prospective ESL/EFL teachers understand writing poetry in a second language involves various difficulties, they acknowledge the values of utilizing poetry writing in second language classrooms. The results also show that writing poetry in a second language contains both positive and negative emotions, but positive ones are more frequently addressed. Most importantly, the data suggests that writing poetry in a second language is considered as an applicable practice in ESL/EFL language classrooms.

中文翻译:

ESL / EFL教师对第二语言写作诗歌的看法:困难,价值,情感和态度

这项研究旨在探索18名MA TESOL学生,他们是潜在的或经验丰富的ESL / EFL老师,如何以第二语言来感知诗歌写作。利用基于定性访谈的设计。按照Iida(2012a)的分析框架来检查EFL学生对用英语写hai句的看法,本研究通过困难,价值,情感和态度的角度调查了18位准ESL / EFL教师的观点。为了验证访谈的编码,在包括主要研究人员在内的三位访谈编码者之间计算了类内相关系数(ICC)测试,得出的同意率为0.86。结果表明,尽管这些潜在的ESL / EFL老师懂得用第二语言书写诗歌涉及各种困难,他们承认在第二语言课堂中利用诗歌写作的价值。研究结果还表明,用第二语言写作诗歌既包含积极情绪也有消极情绪,但积极情绪却得到了更多的解决。最重要的是,数据表明用第二种语言写诗被认为是ESL / EFL语言教室中的一种适用做法。
更新日期:2018-03-15
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