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                                which she provided several workshops and lectures which centred around foreign language literature approaches.
The initial underlying elements were part of a questionnaire (see Appendix
I) that provided the data for this study. In order to ensure that our formulation 2 of the elements was unambiguous, we conducted several consecutive Thinking
Aloud Protocols with Dutch foreign language teacher trainers (n = 3), so-called
peer debriefing (Lincoln & Guba, 1985), and Dutch EFL secondary school
teachers (n = 4), so-called member-checking (Lincoln & Guba, 1985). One by
one the participants were asked to read the predetermined elements out loud
and interpret them in their own words. During every protocol notes were taken
and after every protocol the elements were refined when necessary and presented
to the next participant. A total of seven consecutive protocols were conducted
in this way until no more refinements were necessary. The protocols were of a
deductive nature; the aim was to refine our interpretation and formulation of the
four approaches and underlying practical elements. For this reason, we did not
include participants’ background information nor did we provide room for their
personal beliefs during the protocols.
Table 2.4 presents the 20 initial elements as well as the Dutch Core Curriculum Standards and the CEFR descriptions for the required language levels.
We then designed an online questionnaire using the programme Unipark. Teachers were sent a link to the questionnaire in May 2013 and were invited to complete the questionnaire within a month. They were invited to fill out the questionnaire for each of the final 3 years of pre-university level they were teaching (see Appendix I). The language of the questions as well as instructions was in Dutch. The participants were guaranteed confidentiality and anonymity in the research.
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