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STEPHENS, DEBORAH ANNE. "LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.
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Codeswitching between languages is a uniquely bilingual mode of communication. The purpose of this dissertation is to enhance the current body of knowledge dealing with the phenomenon by analysing samples of speech produced by twenty-six Spanish/English bilingual children ranging in age from eight to twelve. Methods of analysis include theoretical linguistics, sociolinguistics, psycholinguistics, and educational linguistics. A discussion of relevant codeswitching research covering the past thirty years is presented. The data were collected during a reading study focusing on miscue analysis. The children read stories in English and retold them in both Spanish and English. The analysis considers the data from the four previously mentioned points of view. The linguistic analysis looks at the locations of switched constituents within the sentence and the frequency with which those constituents are switched. The data of this study are compared with that of other researchers, and a consideration of a formal grammar of codeswitching is presented. The sociolinguistic analysis addresses the effect of social and stylistic variables on codeswitching. The psycholinguistic analysis of codeswitching covers lexical storage, editing phenomena, and developmental aspects. Finally, some aspects of the education of bilinguals are considered by analysing the effect of the printed word on language switching and dialect shifting . The application of the results of the analysis to both theoretical issues and practical concerns is explored along with suggested areas for future research. The analyses show that young children's codeswitching initially favors less complex structures and is influenced by few social variables. As they grow older, they become more comfortable with switching grammatically complex structures, and they become aware of a greater variety of social factors. A separate grammar is not necessary for a complete description of codeswitching; a modified interdependance model of the two grammars can account for the codeswitching mode. Lastly, the written language becomes part of the speech situation in the classroom and affects the choice of language or dialect spoken.
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Bilz, Kelly Ann. "Changing the Mos Maiorum: Applied Linguistics and Latin Pedagogy." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors152483189473871.
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Fox, Jeremy. "Learning languages with computers : a history of computer assisted language learning from 1960 to 1990 in relation to education, linguistics and applied linguistics." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280930.
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Pinheiro, Raquel Martins Melo. "O frame aula: uma análise sociocognitiva do discurso docente." Universidade Federal de Juiz de Fora (UFJF), 2009. https://repositorio.ufjf.br/jspui/handle/ufjf/2758.
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Previous issue date: 2009-09-25<br>Esta dissertação integra o projeto-mãe “Práticas de Oralidade e Cidadania” (MIRANDA, 2007 - FAPEMIG/CNPq) cuja discussão central converge para a crise das práticas de oralidade nas instâncias públicas da sociedade brasileira e seu reflexo na sala de aula, almejando um repensar da educação lingüística em sua equação com a educação de valores éticos e morais. Este trabalho é um estudo de caso e tem como propósito investigativo compreender como os professores conceptualizam o frame Aula, quais as práticas mais comuns realizadas por eles e seus alunos nesta cena e qual a perspectiva sobre uma aula ideal. Nosso corpus investigativo, construído a partir de um instrumento – um questionário semiaberto - é composto pelos discursos de 42 docentes do 6º. e 9º anos do ensino fundamental, da rede municipal de Juiz de Fora - MG, distribuídos por vinte e uma escolas urbanas. A metodologia utilizada para a operacionalização dos dados integra procedimentos quantitativos e qualitativos. Ferramentas computacionais disponibilizadas pela Linguística de Corpus (programa WordSmith Tools) foram usadas para fazer emergir padrões de freqüência. O aporte analítico central se funda nos pressupostos da Lingüística Cognitiva, em especial os processos de conceptualização e categorização (LAKOFF e JOHNSON, 1999; LAKOFF, 1987; FAUCONNIER e TURNER, 2002; CROFT, W. e CRUSE, 2004; SALOMÃO, 1999, 2006; MIRANDA, 2002) e a semântica de frames (FILLMORE, 1977, 1979, 1982), com destaque para o projeto lexicográfico FrameNet (www.framenet.icsi.berkeley.edu ) . Os estudos da Antropologia Evolucionista (TOMASELLO, 2003) e da Psicologia Cognitiva (CLARK, 1996) sobre o caráter cultural e interacional da cognição humana e da linguagem somam-se a este aporte teórico, também enriquecido pela perspectiva crítica de uma Linguística Aplicada comprometida com uma agenda ética (LOPES, 2006; RAJAGOPALAN, 2003; MIRANDA, 2005, 2006, 2008) e pelos estudos de ARAÚJO (2002, 2009) sobre ética, democracia escolar e educação comunitária. Como conclusões analíticas, erigem-se duas perspectivas sobre o frame Aula - aula como uma prática de TROCAS e aula como uma prática de TRANSFERENCIA. Destas projeções, emergem duas metáforas conceptuais: AULA É TROCA e AULA É TRANSFERÊNCIA. A aula como TROCA é a perspectiva majoritária no corpus. A aula é definida como uma açãoconjunta entre o professor e seus alunos no encalço de uma concepção sociointeracionista de educação, os professores se reconhecem no frame Aula como os Trocadores1, isto é, como os protagonistas da cena que detêm o objeto da troca, seja ele matéria ou experiência. Neste sentido, reafirmam sua relação assimétrica com o aluno. As ações docentes descritas pelos professores propõem a interface com as realidades dos alunos. Enquanto que metade das ações discentes descritas negligencia o frame escolar. A responsabilidade pela aula ideal, segundo os professores, reside, primeiramente, no docente e, por último na Família e no Estado. A quase ausência da família nesta cena e, por outro lado, o largo protagonismo do professor são, sem dúvida, dados merecedores de atenção. Assim, a busca por ações interventivas que resgatem os valores morais e éticos da sociedade, equacionando-os a uma educação lingüística mestiça constitui uma meta urgente.<br>This dissertation integrates the matrix-project “Orality, citizenship and their practices” (MIRANDA, 2007 - CNPq and FAPEMIG), which has as central discussion focus on the orality practices crisis in public instances of Brazilian society and its reflex in the classroom, and also aims a rethinking of the linguistic education in its equation with the education of ethic and moral values. This paper is a case study and has as investigative purpose to comprehend how teachers conceptualize the Class frame, which practices are most commonly used in this scene and what is the perspective of an ideal class. Our investigative corpus, built from an instrument – a semi-open questionnaire – is composed by discourses of 42 teachers from the 6th to the 9th year of elementary school, of the municipal public education system of Juiz de Fora – MG, spread over 21 urban schools. The methodology used for the operationalization of data integrates quantitative and qualitative procedures. Computational tools from the Corpus Linguistics (WordSmith Tools Programme) were used to emerge frequency models. The central analytic contribution bases on Cognitive Linguistics assumptions, specially the conceptualization and categorization processes (LAKOFF and JOHNSON, 1999; LAKOFF, 1987; FAUCONNIER and TURNER, 2002; CROFT, W. and CRUSE, 2004; SALOMÃO, 1999, 2006; MIRANDA, 2002) and the frames semantics (FILLMORE, 1977, 1979, 1982), with highlight on the lexicographic project FrameNet (www.framenet.icsi.berkeley.edu). The Evolutionist Anthropology studies (TOMASELLO, 2003) and the Cognitive Psychology (CLARK, 1996) about the cultural and interactive character of human cognition and language add up to this theoretical contribution, also enriched by the critical perspective of Applied Linguistics that is committed with an ethic agenda (LOPES, 2006; RAJAGOPALAN, 2003; MIRANDA, 2005, 2006, 2008) and by the studies from ARAÚJO (2002, 2009) about ethics, scholar democracy and communitarian education. As analytical conclusions rear two perspectives about the Class frame – class as EXCHANGES practice and class as TRANSFERENCE practice. From these projections emerge two conceptual metaphors: CLASS IS EXCHANGE and CLASS IS TRANSFERENCE. The class as EXCHANGE is a majority perspective in the corpus. The class is defined as a conjunct-action between the teacher and the students together with a sociointeractionist conception of education. Teachers recognize themselves in the Class frame as the Exchangers 1, i.e. as the protagonists of the scene that detain the exchange object, this last being matter or experience. In this sense, they reassure their asymmetric relation with the student. The teachers' actions described by themselves propose the interface with the reality of the students. Whereas half of the described student actions neglect the scholar frame. The responsibility for the the ideal class, according to the teachers, is primarily held by teachers and finally by Family and the State. The almost absence of family in this scene and, on the other hand, the broad protagonism of of the teacher are, undoubtedly, attention-worthy data. Thus, the search for interventional actions that rescue moral and ethic values of society, equating them to a hybrid linguistic education, compose an urgent goal.
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Liviero, Sara. "Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.
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The purpose of this dissertation was to investigate teachers’ beliefs about a fundamental aspect of foreign language teaching: grammar. Whilst progressively reinstated in the national curriculum and consistently sustained by foreign languages teachers’ practices, grammar’s perceived irrelevance for assessment criteria of the nationally adopted method of assessment - the General Certificate of Secondary Education – kept it caught in conflicting discourses of policy, linguistic research and teaching practices. Whilst foreign languages policy and practice kept converging towards increasing focus on forms in language education along correspondences with linguistic research, the assessment has remained focused on generic communicative, skill-focused criteria. My small-scale research aimed to find how foreign languages teachers translated grammar teaching policy and possible theoretical guidelines in their teaching practices, by collecting data through interviews, observations and think-alouds. The findings revealed disparate educational contexts, approaches, as well as interpretations of grammar teaching. It led me to realise the necessity to probe further into a much more thorough theoretical and methodological underpinning of foreign languages education. As this study concludes, the secondary foreign languages curriculum has become disapplied, and schools and teachers have been left to devise their idiosyncratic foreign language learning strategies and rationales. As foreign languages teaching becomes anchored in the primary education curricular provision, this research hopes to document the need to frame theoretical and methodological guidelines, a consistent foreign languages education rationale, leading to a consistent and convincing education and provision of future foreign language teachers.
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Hutter, Jo-Anne. "A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2211.
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Previous research has established the importance of the nouns and noun modification in academic writing because of their commonness and complexity. However, little is known about how noun modification varies across the rhetorical sections of research articles. Such a perspective is important because it reflects the interplay between communicative function and linguistic form.
This study used a corpus of empirical research articles from the fields of applied linguistics and language teaching to explore the connection between article sections (Introduction, Methods, Results, Discussion; IMRD) and six types of noun modification: relative clauses, ing-clause postmodifiers, ed-clause postmodifiers, prepositional postmodifiers, premodifying nouns, and attributive adjectives. First the frequency of these six types of noun modification was compared across IMRD sections. Second, the study also used a hand coded analysis of the structure and structural patterns of a sample of noun phrases through IMRD sections.
The results of the analyses showed that noun modification is not uniform across IMRD sections. Significant differences were found in the rates of use for attributive adjectives, premodifying nouns, and prepositional phrase postmodifiers. There were no significant differences between sections for relative clauses, ing-clause postmodifiers, or ed-clause postmodifiers. The differences between sections for attributive adjectives, premodifying nouns, and prepositional phrases illustrate the way the functions of these structures intersects with the functions of IMRD sections. For example, Methods sections describe research methods, which often have premodifying nouns (corpus analysis, conversation analysis, speech sample, etc.); this function of Methods sections results in a higher use of premodifying nouns compared to other sections. Results for structures of noun phrase across IMRD sections showed that the common noun modification patterns, such as premodifying noun only or attributive adjective with prepositional phrase postmodifier, were mostly consistent across sections. Noun phrase structures including pre-/post- or no modification did have differences across sections, with Introduction sections the most frequently modified and Methods sections the least frequently modified. The different functions of IMRD sections call for different rates of usage for noun modification, and the results reflected this.
The results of this research benefit teachers of graduate students of applied linguistics in students' research reading and writing by describing the use of noun modification in the sections of empirical research articles and aiding teachers in the design of materials to clarify the use of noun modification in these IMRD sections.
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Folkeryd, Jenny W. "Writing with an Attitude : Appraisal and student texts in the school subject of Swedish." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.
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Learning in school is in many respects done through language. However, it has been shown that the language of school assignments is seldom explicitly discussed in school. Writing tasks are furthermore assigned without clear guidelines for how certain lexical choices make one text more powerful than another. The present study is a contribution to a linguistic and pedagogical discussion of student writing. More specifically the focus is on the use of evaluative language in texts written by students in the school subject of Swedish in grades 5, 8 and 11. The major investigations of the study have been accommodated within the theoretical framework of Appraisal. An overview is given of the language resources in the student texts for constructing emotion, judging behavior in ethical terms and valuing objects aesthetically. Another question addressed is that of how attitudinal meaning is intensified, thus creating greater or lesser degrees of positivity or negativity associated with the feelings. The results show that manifestations of attitude are found in practically all texts in the study. However, variations are noted in relation to different genres, age, proficiency level, language background and gender. A contribution of the study in relation to the theoretical framework upon which it draws is an extension of the system of Attitude as well as an identification of different patterns in the use of attitudinal resources. These patterns are furthermore discussed in relation to how students talk about their own written production in terms of text movability. Results indicate that students with a high degree of text movability also use attitudinal resources to a large extent. It is argued that applying the linguistic tool of Appraisal can facilitate a discussion of how to make one aspect of the hidden curriculum more visible, namely, how to write with an Attitude.
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McGarry, Theresa. "Identifying and Encouraging Active Learning Through Speech Events." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6168.
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Edling, Agnes. "Abstraction and authority in textbooks : The textual paths towards specialized language." Doctoral thesis, Uppsala University, Department of Linguistics and Philology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6989.
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<p>During a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus of this thesis.</p><p>This study introduces a new three-graded classification of abstraction including the levels of specificity, generalization and abstraction, based on a discussion of the concept of abstraction. The investigations performed, based on this classification, show that texts from different subject areas display distinct patterns of abstraction. The Swedish literary texts had the lowest degree of abstraction, the social science texts had an intermediate degree and the natural science texts were the most generalized and abstract. The results also show that the degree of abstraction in the textbook texts increases in later grade levels.</p><p>The thesis presents a new way of analyzing shifts between levels of abstraction and their functions. Interestingly, the texts with a medium degree of abstraction, the social science texts, are the ones with the greatest variety in shifts. The functions of the shifts differ with respect to cultural domains. The shifts in the Swedish literary texts in general belong to the everyday domain while the shifts in the natural science texts belong to a specialized domain. The shifts in the social science texts had features of both domains.</p><p>A secondary aim of the thesis is to develop the understanding of the relationship between author and reader in the texts. The results from my investigation of modality in the Swedish textbook texts confirm the earlier findings from English and Spanish textbooks. In comparison to other text types, textbook texts present knowledge in a more authoritative and less modalized way.</p><p>From time to time, abstraction is described as a feature that hinders students accessing texts. Some researchers even suggest a removal of features of specialized language in textbook texts, in order to increase students’ understanding. However, in a society where specialized knowledge is necessary, the access to specialized texts is important. A democratic view of education and school mandates that children and adolescents have the opportunity to encounter and learn to encounter specialized language in school. In analyzing the texts special attention is paid to the relationship between the texts, the contexts of use and the student readers.</p>
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Aguiar, Maristela Torres de. "Interface dos discursos de crianças / familiares em tratamento de câncer e pediatras oncologistas: uma análise crítica." Universidade Católica de Pernambuco, 2008. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=396.
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O presente trabalho tem como objetivo analisar as narrativas de crianças e familiares em tratamento de câncer, assim como de médicas pediatras-oncologistas que cuidam dessas
crianças. A teoria da análise crítica do discurso embasou esta pesquisa, a partir de uma relação entre prática social e prática discursiva e do papel de alguns discursos emblemáticos que permeiam a interação entre os sujeitos. Os discursos foram analisados com profundidade, segundo as formações identitárias, as interfaces discursivas das crianças em tratamento de câncer, seus familiares e pediatras oncologistas. A Teoria Lingüística fornece os instrumentos
para se verificar as interfaces do intra e do interdiscurso, modalizadores, ethos, polidez e elementos metafórico-semânticos, o que pode ser uma contribuição para o processo de ensino e de prática médicas. Para se fazer Educação em Saúde, é preciso primeiro manter uma comunicação aberta com familiares e paciente, conhecer e respeitar a linguagem e as experiências culturais da comunidade a ser atendida, assim como ter uma postura ética inerente ao profissional da área médica<br>This study aims to analyze the narratives of children in cancer treatment and their families who are being taken care of, as well as their oncopediatricians who are taking care of. The critical discourse analysis theory gave foundation to this research, from a relationship between
social practice and discursive practice and from the role of some emblematic discourses that penetrates the interaction between subjects. The discourses were further analyzed as for the identity formations, the discursive interfaces of cancer treatment children, their families, and
their oncopediatricians. Linguistic Theory provides the tools to verify the interfaces of discourse of the intra- and inter discourse, modal words, ethos, politeness and metaphoricsemantic elements, which can be a contribution to the education and medical practice process . Health Education must first focus on an open communication between the patients and their families, to know and to respect the language and cultural experiences of the community that
will be assisted, as well as to maintain an ethical attitude inherent to the medical professional
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Villani, Fábio Luiz. "A longevidade no aprendizado de línguas: acrescentando vida aos anos e não anos a vida." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/13890.
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Previous issue date: 2007-05-15<br>The objective of this study is to investigate de learning and teaching process of people between sixty and eighty years old.
During the process we intend to observe the forms of inclusion of these people using the English language as a tool to freedom.
As base for these reflections some ideas of educators will be discussed such as: Freire (1980, 1983, 1984, 1987, 1996, 2000 and 2001), Celani (1996, 2000 and 2001) and Pennycook (1994 and 1999) among many others.
The used methodology will be phenomenology according to van Manen (1990).
We hope with this study to offer an alternative to people to face aging as a normal stage of life where people can study (or come back to) school and also participate actively in modern society.
For this, we present in the first part of this study, a description of aging until the current days.
In the second part of the the research the focus is directed to an elderly group that studies English in a catholic church of São Paulo city having the researcher as teacher and participant of this group.
As conclusion we present a suggestion of a political pedagogical project construction for third age courses where the inclusion and freedom must be the main contemplated aspects<br>O objetivo deste estudo é investigar o processo de ensino- aprendizagem de pessoas entre sessenta e oitenta anos de idade.
Durante o processo pretendemos observar as formas de inclusão destas pessoas sendo utilizada a língua inglesa como um instrumento de libertação.
Como base destas reflexões algumas idéias de educadores serão apresentadas como: Freire(1980, 1983, 1984, 1987, 1996, 2000 e 2001 ), Celani (1996, 2000 e 2001), Pennycook (1994 e 1999) entre muitos outros.
A metodologia utilizada será a fenomenologia de acordo com Van Manen (1990).
Esperamos com este estudo oferecer uma alternativa para que as pessoas encarem o envelhecimento como um estágio normal da vida onde as pessoas podem estudar (ou voltar a estudar) e participar ativamente da sociedade moderna.
Para isso, apresentamos na primeira parte deste estudo uma descrição do envelhecimento até os dias atuais.
Na segunda parte da pesquisa o foco é direcionado a um grupo de idosos que estuda inglês em uma igreja católica da cidade de São Paulo tendo o pesquisador como professor e participante do grupo.
Como conclusão apresentamos uma sugestão da construção de um projeto político pedagógico para cursos da terceira idade onde a inclusão e libertação devam ser os principais aspectos contemplados
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Moseley, Anne. "An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/112822/.
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This thesis explores the possibility of applying Scriptural Reasoning (SR) principles for promoting Intercultural Communicative Competence (ICC) in primary schools. It used storytelling and interfaith dialogue to encourage pupils to exercise these competences in classroom settings. It takes its philosophical position from the work of Ricoeur and combines a phenomenological and interpretive approach to Religious Education (RE) to develop pupils' understanding of both the "other" and the "self." From this theoretical position, an age-appropriate intervention was developed based on the principles of Scriptural Reasoning in collaboration with the Cambridge Interfaith Program (CIP). The resulting "Story Tent" themed day built on the established work of Julia Ipgrave's dialogic and Esther Reed's narrative approach to religious education. The underpinning work utilised Action Research (AR) methodology through a cyclical approach which took place over two iterative cycles in three different schools, each with its own distinctively-different religious ethos and demographic make-up. It was unusual in combining the contributions not only of teachers and researcher but also faith representatives from local communities. Data was collected through pupil self-assessments, group work, and research team interviews during the Story Tent Intervention day. Follow-up interviews were completed with a selection of pupils using a semi-structured interview - The Autobiography of Intercultural Encounter (AIE). The data was combined to produce pupil case study portfolios. ATLAS.ti was used to support the coding process and analysis of the data. The initial primary findings suggest that the genre of story; the pedagogic style of drama; and the process of interreligious dialogue were particularly effective approaches which provided an environment where pupils and adults could explore and exercise intercultural communication. The secondary findings indicate that the skills and attitudinal competences outlined by Michael Byram seemed to lie within a hierarchy, both cognitively and interactionally. There was evidence which suggested that pupils with a strong sense of identity and were also able to tolerate ambiguity demonstrated a range of intercultural competences including critical cultural awareness. Finally, the personal religious identity of the pupils also had an impact on the pupils' responses to the encounters, which (in combination with other factors) could be associated with particularly positive or negative outcomes.
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Hayashi, Yuko. "On the nature of morphological awareness and vocabulary knowledge in school-age English-Japanese bilingual and monolingual children." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8bab5ec6-6f9a-4c7d-858c-97bdba53ef03.
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Morphological awareness and vocabulary knowledge are two (among many) components of multi-faceted word knowledge critical for language development and ultimately, academic performance, as they strongly correlate with other essential, literacy-related skills, such as spelling, writing and reading comprehension (Ramirez, Chen, Geva & Kiefer, 2010). Developing these types of knowledge is a non-linear process for school-age children: morphological awareness, in particular, involves long-term learning towards a full mastery beginning in mid-dle childhood and continuing through adolescence. Such learning processes can pose significant challenges especially for children attending a school entirely in a second language (L2) while speaking, as a first language (L1), a language which is ethno-linguistically minority in status in the larger (L2) society. Despite globally growing populations of L2 children in school settings, little is known about the nature of morphological/vocabulary knowledge in one language, relative to the other, especially when children are learning two typologically distant languages with different writing systems. The current study, situated within the theoretical framework of multicompetence (Cook, 2003), set out to investigate specific aspects of vocabulary knowledge and morphological awareness in different groups of English- and Japanese-speaking monolingual and bilingual children, whilst also examining the extent to which English morphological awareness influences/or is influenced by Japanese morphological awareness among the bilingual sample. The purpose of the study is largely three-fold. One was to examine the children’s ability to understand and express a connection between a word and its meaning. The former taps into receptive vocabulary knowledge, whereas the latter expressive vocabulary knowledge. Two vocabulary tests were administered to three groups of children per language: two bilingual groups (24 Japanese learners of English as a Second Language (ESL) and 21 learners of Japanese as a Heritage Language (JHL)) and a group of 25 English Language Monolinguals (ELMs) (English); and ESLs, JHLs and a group of 27 Japanese language Monolinguals (JLMs) (Japanese). The second purpose was to investigate the children’s ability to identify morphemes included in a word and also to produce inflectional and derivational forms of a word, using two morphological tasks per language – a Word Segmentation (WS) task and a Word Analogy (WA) task. Lastly, the current study examined, through statistical analyses, the nature of an association between morphological awareness and vocabulary knowledge in each language, and also whether morphological awareness in one language could act as a significant predictor of morphological awareness in the other, i.e., cross-linguistic influence. Four key findings were obtained. First, the patterns in which each group demonstrated vocabulary knowledge through English tests contrasted with the pattern observed in the Japanese results. In English, the ESL group scored more highly on the receptive test than the expressive test, whereas the reverse pattern was the case for the ELM group. The JHL group yielded comparable scores across tests. In Japanese, in contrast, all three groups (ESL/JHL/JLM) scored more highly on the expressive test than on the receptive test. Second, all groups of children typically demonstrated higher degrees of an awareness of inflectional morphemes than of derivational morphemes in the English morphological tasks (both the WS and WA tasks) and the Japanese WA task. A slightly different pattern was observed in the Japanese WS task, where the performances of ESL and JLM children were not sensitive to morpheme type, whereas the JHL group yielded higher scores on the inflectional morphemes than the root morphemes. As regards the relationship between morphological awareness and vocabulary knowledge in each language, in English, it was the ability to produce morphologically complex items, as opposed to recognising morphemes, that was positively related to vocabulary knowledge in all three groups (ESLs, JHLs & ELMs). In Japanese, in contrast, both morpheme recognition and production were positively related to vocabulary knowledge in all Japanese-speaking groups (ESLs, JHLs & JLMs). Lastly, the bilingual data identified a reciprocal nature of morphological transfer (Japanese -> English) only in the ESL group. More specifically, the ESL children’s ability to identify morphemes in Japanese words through segmentation may have a positive influence on the ability to produce English inflectional and derivational items. The latter ability is, in addition, likely to play a positive role in its Japanese equivalent, namely, the ability to produce Japanese inflectional and derivational items. No transfer effects were established in either direction for the JHL group. These within-language and cross-linguistic investigations of the nature of, and the relationship between morphological awareness and vocabulary knowledge are discussed in terms of the existing evidence in the literature (e.g., Carlisle, 2000; Ramirez at al.,2010) and are graphically illustrated via the integration continuum based on the notion of multicompetence (Cook, 2003). Several limitations of the current study are reviewed and discussed, fol-lowed by the Conclusion chapter, where the unique contribution of the current study to the literature is revisited, together with a brief remark about its indirect links with the field of educational research in Japan and suggestions for future research.
14
Almuhayya, Ali Hussain. "THE USE OF EDUCATIONAL CODE-SWITCHING IN SAUDI UNIVERSITY EFL CLASSROOMS: A CASE STUDY." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1607.
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The present study observed the use of educational code-switching to the L1 (Arabic) among six Arabic EFL teachers at Majmaah University, in Saudi Arabia. It used an a priori set of purposes based on Creswell (2003) and derived categories to examine the linguistic, social, and class management purposes behind code-switching. The instrument consisted of two parts: a demographic questionnaire and an audio recorder used in conjunction with a classroom observation sheet. Although some studies have suggested that educational code-switching to the L1 in EFL classrooms is an unconscious act (e.g., Moghadam, Abdul Samad, & Shahraki, 2012), the present study's results concluded the reverse: that the use of educational code-switching could be interpreted as an intentional practice among teachers in EFL classrooms. The results provided a more in-depth understanding of the use of educational code-switching to the L1 (Arabic). They agreed with previous studies that have found such code-switching to be very common among EFL teachers. Although participants displayed different linguistic, social, and class management purposes, analysis of the data revealed that certain purposes were more common than others, with linguistic purposes being far more common than social, class management, or other purposes. The most common linguistic purpose was to explain new words, and for class management was to clarify activities/exercises. Only two purposes, to engage in small talk with students and to connect between sentences, could not be categorized into one of the three main types.
15
Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.
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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994).
In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment?
The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002).
The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students.
Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.
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Pretini, Junior Airton. "Enunciados narrativos e performáticos no ensino-aprendizagem com base em atividades sociais: a relação teoria-prática na formação de professores." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/13538.
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Previous issue date: 2011-10-06<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This paper aims at a critical understanding of the theory-practice relationship
in the teacher education for curricula based on Social Activities, and also of how
teacher education actions can transform such relationship. This study is founded on
the Social-Historical-Cultural Activity Theory(VYGOTSKY, 1933-1935/1934,
LEONTIEV, 1977-1978; ENGESTRÖM, 1987-1999), which is in itself based on the
social-historical-cultural conception of learning-and-developing
(VYGOTSKY,1933,1935; HOLZMAN, 1997-2009; MORAN & JOHN STEINER,
2003), and also on the dialogical conception of language (BAKHTIN, 1981). This
paper is also grounded on the concepts of sense and meaning (VYGOTSKY, 1933-
1935, LEONTIEV, 1977-1978) and Zone of Proximal Development. (VYGOTSKY,
1987; NEWMAN & HOLZMAN, 2002; JANTZEN, 2009; HOLZMAN, 1997).To
understand the interaction, tension, transformation and synthesis (MORAN & JOHN
STEINER, 2003, pg. 62) of sense and meaning in the production of knowledge, the
perspective of the Critical Collaborative Research (MAGALHÃES, 2009) was
adopted as the methodological frame. The teacher education project that enabled
this investigationtook place within the activities of the Managerial Group (LIBERALI e
WOLFFOWITZ SANCHEZ, 2008) formed by the researcher, acting as teacher
educator, and three student-teachers, which is part of a project called Thematic
Workshops:Multicultural Educationin the Citizenship in Action Program, an extension
program within the Language in Activity in School Context research group. The data
were produced through audio recordings, which were transcribed and analysed.
Within the perspective of Applied Linguistics, which understands social life and the
contemporary processes of change as centrally and essentially mediated by
language (FAIRCLOUGH, 1997, pg. 3), these data were analysed to the light of
categories that aim at verifying the production of knowledge through argumentation.
(LIBERALI, 2006-2010). The analyses show the importance of a repertoire of
experiences for the creative production of shared meanings and performative
utterances in teacher education<br>Este trabalho tem por objetivo compreender criticamente a relação teoriaprática
na formação de professores para o ensino-aprendizagem com base em
Atividades Sociais, e a forma como ações de formação podem transformar tal
relação. O estudo está fundamentado na Teoria da Atividade Sócio-Histórico-
Cultural (VYGOTSKY, 1933-1935/1934, LEONTIEV, 1977-1978; ENGESTRÖM,
1987-1999), que, por sua vez, apóia-se na concepção sócio-histórico-cultural de
aprendizagem-e-desenvolvimento (VYGOTSKY,1933,1935; HOLZMAN, 1997-2009;
MORAN & JOHN STEINER, 2003), bem como na compreensão dialógica da
linguagem (BAKHTIN, 1981). Apóiam também este trabalho os conceitos de sentido
e significado (VYGOTSKY, 1933-1935, LEONTIEV, 1977-1978) e Zona de
Desenvolvimento Proximal (VYGOTSKY, 1987; NEWMAN & HOLZMAN, 2002;
JANTZEN, 2009; HOLZMAN, 1997). Para entender a interação, tensão,
transformação e síntese (MORAN & JOHN STEINER, 2003, pg. 62) de sentidos e
significados na construção de conhecimento, adotou-se a Pesquisa Crítica de
Colaboração (MAGALHÃES, 2009) como metodologia. O trabalho de formação de
professores que possibilitou a investigação se desenvolveu nas atividades do Grupo
Gestor (LIBERALI e WOLFFOWITZ SANCHEZ, 2008) formado pelo pesquisador,
atuando como formador, e três alunos-professores, que está inserido no projeto
Oficinas Temáticas: Educação Multicultural do Programa Ação Cidadã, braço de
extensão do grupo de pesquisa Linguagem e Atividade em Contextos Escolares. Os
dados foram produzidos e coletados por meio de gravações em áudio e vídeo,
transcritas e analisadas, e trocas de e-mails entre os participantes. Na perspectiva
da Linguística Aplicada, que vê a vida social e os processos de mudança
contemporâneos como centralmente e essencialmente mediados pela linguagem1
(FAIRCLOUGH, 1997, pg. 3), esses dados foram analisados à luz de categorias que
buscam enxergar a produção de conhecimento na argumentação (LIBERALI, 2006-
2010). As análises apontam a importância do repertório experiencial para a
produção criativa de significados compartilhados e enunciados performáticos na
formação de professores
17
Kerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.
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Shak, Juliana. "Nudging young ESL writers : engaging linguistic assistance and peer interaction in L2 narrative writing at the upper primary school level in Brunei Darussalam." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7723ad72-5ccb-4933-b239-a21b33b053aa.
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Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar. Partial correlation was employed to examine if there were any statistical relationships between treatment and learners’ written performance while controlling for prior attainment. Results show that the provision of enhanced and basic linguistic assistance may have a positive influence on only certain aspects of L2 writing, while opportunities for peer interaction does not appear to have an impact on learners’ L2 performance. For peer interaction, a subset of 60 learners were selected from the two treatment groups which received basic and enhanced linguistic assistance, to compare their dialogic performance. Based on quantitative analyses of their recorded interactions, the findings suggest that the provision of varying degrees of linguistic assistance may affect, not the content of peer discussions, but how peer assistance is given during task. The results also show that through the provision of linguistic assistance, peer interaction mediates the participants’ performance on Quality of ideas, Story shape and structure and Implicit grammar in their subsequent individual writing.
19
Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.
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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.
Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served.
While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.
20
McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.
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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.
21
Rocha, Eva Pereira da. "A construção de sentidos-e-significados no HTPC: uma discussão sobre a questão da formação docente." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13567.
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Previous issue date: 2012-05-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research, inserted into Contemporary Applied Linguistics (Moita Lopes, 2006), aims to critically understand the senses-and-meanings built in the meetings for teacher education (HTPC) in a school located in Alto Tietê in São Paulo. This is a critical interpretive research (Triviños, 2008) inserted in the critical paradigm. This study is underpinned by Vygotskian reference of the Socio-Cultural-Historical Theory and the enunciative-discursive approach of Bakhtin/Voloshinov (1985) and Bakhtin (1975/1998, 1992/2003) and the Circle. This research is in consonance with the studies produced in the Group of Inclusion in Linguistics Scenarios of Educational Activities GP-ILCA, which excel in questioning the language used and produced in the school context, as well as in promoting discursive practices as instruments of social transformation. Thus, the goal of this study is to contribute to the current discussion of teacher education, especially in state schools. The question that guides this work and intends to be answered in the analysis is What are the senses-and-meanings built by participants in the discussions in the meetings for teacher education - HTPC? The collection of data was performed by video and audio recordings of 4 HTPC meetings in 2010. The data was interpreted and analyzed by the categories of analysis: lexical choices and units of implication from the framework of Bronckart (1997/1999). The results showed that i) the focus of work in the HTPC meeting is to prepare the student for the assessment of SARESP and not on the issues of teaching and learning, ii) the HTPC is characterized as a space of transmission and imposition and the teacher formation is relegated to a second plan iii) the exemption and transference of the pedagogical work prevail, iv) the teachers disclaims the responsibility for the indiscipline and students teaching-learning problems and v) in the HTPC meetings, several issues are discussed and, consequently, there is no room for teacher formation<br>A presente pesquisa, alicerçada na Linguística Aplicada Contemporânea (Moita Lopes, 2006), tem por objetivo compreender criticamente os sentidos-e-significados construídos no encontro de formação Horário de Trabalho Pedagógico Coletivo (HTPC) de uma escola da rede paulista de ensino, localizada na região do Alto Tietê. Inserida no paradigma crítico, trata-se de uma pesquisa interpretativista de base crítica (Triviños, 2008), que elege a referência vygotskyana da Teoria Sócio-Histórica-Cultural e a abordagem enunciativo-discursiva de Bakhtin/Voloshinov (1985) e Bakhtin (1975/1998, 1992/2003) e o Círculo como arcabouço teórico. Em consonância com estudos produzidos no Grupo de Inclusão Linguística em Cenários de Atividades Educacionais GP ILCAE, que primam pelo questionamento da linguagem utilizada e produzida no contexto da escola, bem como pelo fomento de práticas discursivas como instrumentos de transformação social, também é objetivo deste estudo, contribuir para a atual discussão acerca da formação docente na educação, em especial na rede pública de ensino. A pergunta que norteia a pesquisa e que se pretende responder nas análises é: Quais são os sentidos-e-significados construídos pelos participantes nas discussões dos encontros de formação HTPC? A coleta dos dados foi realizada por meio do registro de vídeo e áudio-gravações de 04 reuniões de HTPC no ano de 2010. Os dados foram interpretados e analisados pelas categorias de análise: escolhas lexicais e unidades de implicação do quadro de Bronckart (1997/1999). Os resultados mostraram que i) o foco dos trabalhos no HTPC está em preparar o aluno para a avaliação do SARESP e não nas questões de ensino-aprendizagem; ii) o HTPC caracteriza-se como um espaço de transmissão e imposição, sendo a formação relegada para um segundo plano; iii) prevalecem a isenção e transferência de responsabilidades no trabalho pedagógico; iv) o corpo docente se exime da responsabilidade pelos problemas de indisciplina e de ensino-aprendizagem dos alunos e v) no HTPC transitam questões de aspectos variados e não há espaço para a formação docente
22
Zhou, Minglang. "Script effects and reading strategies : ideographic language readers vs. alphabetic language readers in ESL." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3950.
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The purpose of this study was to examine script effects of the Chinese Language on Chinese ESL/EFL students· reading strategies, in comparison to those employed by ESL students from alphabetic orthographic backgrounds.
23
Griffiths, Elizabeth Joyce. "English as a medium of instruction in higher education institutions in Norway : a critical exploratory study of lecturers' perspectives and practices." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14538.
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This critical exploratory study investigates the perceptions and practices of Norwegian lecturers on the implementation of a policy of English as a Medium of Instruction (EMI) at their Higher Education Institution (HEI). It focuses on their attitudes towards English usage, how they have been prepared and cope in the classroom, and looks at their language and pedagogic competences. The socio-cultural context of using English inside and outside the auditorium is explored and leads to questions of Anglo/American influence and Norwegian domain loss. The study is informed by critical Applied Linguistics (CALx), linguistic imperialism and Bourdieu’s theories on social capital and power. It examines teaching through critical pedagogy and Vygotsky’s socio-cultural theory of learning to aid understanding of classroom engagement and communication, and successful learning. This study has been informed by the critical approach to challenge normative assumptions of the use of EMI. Qualitative methods were used to collect data; twenty Norwegian teaching academics were interviewed, of whom five were observed whilst teaching. Careful coding and analysis of the data revealed surprising attitudes and perceptions varying from enthusiasm to anxiety for EMI. The participants generally accepted the top-down decision making by the administration on the increase of EMI and English usage. The influences of globalisation and commodification at HEIs combined with the rapid increase in English usage seem to have led to increased power of the management and bureaucratization. Some participants, mostly from the humanities, felt they lacked voice and agency in the implementation and their preparation for EMI, whilst some from the sciences actively embraced English and some wanted English as the working language in HEIs. There was a general feeling that more time and language resources were needed for professional development to cope with the change to EMI. All the participants worked hard to succeed in EMI; they were aiming at NS language competencies and wanted to be better at grammar, pronunciation and terminology, but seemed unaware of the pragmatic level of communication required for teaching and did not recognise the necessity of pedagogic training for EMI. There was a lack of dialogic teaching making co-constructed learning challenging and transformative pedagogy more difficult to achieve. They adapted to the multi-cultural/lingual classroom in a pragmatic manner, but were not given spaces for counter-pedagogies, critical pedagogy and the ideals of the transformative intellectual. The research reveals five areas of concern: a) inadequate English language at the pragmatic level for the demands of EMI, b) inadequate pedagogic skills for the multi-lingual and cultural classroom, c) concern over local and international students’ level of English, d) standardized, Anglo/American teaching materials leading to a lack of diversity and critical approaches, and e) the threat to academic Norwegian from international academics not learning Norwegian, the publishing reward system at Norwegian HEIs and the perceived status of English, and the resultant decline in dissemination to the general public. However juxtaposed to the above points, most participants experienced the international classroom positively and were well-received by and pleased to be in their academic Community of Practice resulting generally in an ambivalent attitude to EMI.
24
Santos, Fátima Aparecida Cezarim dos. "Embates de forças na falação em sala de aula: a ponta do iceberg." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14067.
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Previous issue date: 2009-05-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research aims at interpreting and discussing critically a given
action in classroom which has been worrying the educational community a
great deal. This action had already been named as indiscipline characterized
in its different aspects. However, what has been called indiscipline is here
named by what the action produces: chat tiness ( falação ), which is taken as
an active position of the speaker (Bakhtin, 1924/1998; 1929/2004;
1952/2003). Chattiness in the classroom is here considered a social
phenomenon constituted in and by language, occurring in a São Paulo State
school in the Great São Paulo area. For the comprehension of its constitution,
and the historical process that allows it to come up, it was required that all its
elements be dialectically related. Thus, this work is defined as a qualitative
socio-historical research (Freitas, 2002), using Historical Dialectic
Materialism (Triviños, 1987). Firstly, it was necessary to open the way by a
reflection about the disciplinary societies formation (Foucault, 1975/2007,
1976/2005, 1979/2005) with basis on 18t h century history, establishing a
dialogue with educational authors in the field of school indiscipline (Aquino,
1996, 1998 a, 1998b; Guirado, 1996). Secondly, the relation of languageindividual-
society is grounded on Vigotski (1926/2004, 1930/2003,
1934/2003, 2001). As the finality is to analyze the inscription of the
chattiness experience in the participants subjectivities, Lane (1984) and
González Rey (2005) is the theoretical reference needed. At the end of the
research, it was understood that chattiness consists of multiple apparent and
essential phenomena, making it a synthesis of the precarious condition that
the State education presents in a social context of inequality, as part of the
present social project. All this made the school be the only place for students
socialization, where chattiness has become an answer to a socio-economicaleducational
situation. This experience has produced the constitution of
desolated and resigned subjects. Ultimately, chat tiness represents the tip of
the iceberg of a serious social and educational reality<br>Esta pesquisa tem por objetivo interpretar e relatar criticamente um
determinado agir em sala de aula que muito tem preocupado a comunidade
educacional. Esse agir já fora nomeado como indisciplina, caracterizado em
seus diferentes aspectos. No entanto, ele está aqui nomeado pelo o que a sua
ação registra: falação, tomando-a como uma posição ativa do sujeito falante
(Bakhtin, 1924/1998; 1929/2004; 1952/2003). Ela é tida como um fenômeno
social constituído na e pela linguagem, ocorrendo em uma escola estadual de
um município da Grande São Paulo. Para a compreensão da constituição da
falação em sala de aula e do processo histórico que permitiu seu surgimento,
exigiu-se que todos seus elementos fossem dialeticamente relacionados.
Assim sendo, este trabalho define-se como uma pesquisa qualitativa, de
enfoque sócio-histórico (Freitas, 2002), utilizando-se do Materialismo
Histórico-Dialético (Triviños, 1987). Inicialmente, foi necessário abrir
caminho por meio de uma reflexão acerca da formação das sociedades
disciplinares (Foucault, 1975/2007; 1976/2005; 1979/2005), com aportes da
História do século XVIII, estabelecendo-se um diálogo com autores de
educação no âmbito da indisciplina escolar (Aquino, 1996, 1998 a 1998b;
Guirado, 1996). Posteriormente, fundamentou-se a relação linguagemindivíduo-
sociedade em Vigotski (1926/2004; 1930/2003; 1934/2003; 2001).
Por ter a finalidade de analisar a inscrição da experiência da falação nas
subjetividades de seus atores, embasou-se em Lane (1984) e González Rey
(2005). Ao final do trabalho, compreendeu-se que o fenômeno falação se
constitui de múltiplos fenômenos aparentes e essenciais, fazendo-se uma
síntese da precariedade que a educação estadual apresenta em um contexto
social de desigualdade pertencente ao atual projeto social, levando a escola a
ser o único lugar de socialização dos alunos, onde a falação se produz como
uma resposta a uma situação socioeconômica-educacional, como também,
formando sujeitos desolados e resignados. Em última instância, o fenômeno
falação representa a ponta do iceberg de uma crítica situação educacional e
social
25
Alsagoafi, Ahmad Abdulrahman. "An investigation into the construct validity of an academic writing test in English with special reference to the Academic Writing Module of the IELTS Test." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/10121.
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The International English Language Testing System (IELTS) is the world’s leading high stakes test that assesses the English Language Proficiency of candidates who speak languages other than English and wish to gain entry into universities where English is the language of instruction. Recently, over 3000 institutions in the United States accepted the IELTS test to be an indicator of language proficiency (IELTS, 2012a). Because of this preference for the IELTS test, and its worldwide recognition, there has been an increase in the number of students who are taking the test every year. According to the IELTS website, more than 7000 institutions around the world trust the test results and, not surprisingly, more than 1.7 million candidates take the test every year in one of the 800 recognised test centres across 135 countries (IELTS, 2012a). These candidates include people who seek not only to obtain admission to universities, but also for immigration authorities, employers of certain companies and government agencies. Acknowledging this popularity and importance to learners of English as a Foreign Language (EFL), this qualitative study has investigated the construct validity of the academic writing module in the IELTS test from the perspectives of the stakeholders (i.e. candidates, lecturers and markers). The aim was to understand why some Saudi students fail to cope with demands of the university despite the fact that they have achieved the minimum requirements in IELTS. In this study, data was collected in two phases in two different settings through open-ended questionnaires, semi-structured observations and semi-structured interviews. Phase I was carried out in the Department of English Language (DEL) at King Faisal University in Saudi Arabia, while Phase II was conducted in one university in the UK. The sample of the study included: 8 students, 6 university lecturers and one marker. In this study, data were analysed and coded into themes by using NVivo 9. The results of this case study have shown that the stakeholders were doubtful about the issue of readiness of students, which is claimed by IELTS, and they wanted the test to be clearer about how the students were going to cope with university demands upon gaining entry. In addition, with respect to the content validity of the test, this study found that the tasks in the academic writing test to a large extent do not reflect the kind of tasks candidates are likely to encounter at university. Furthermore, this study pointed out that response validity, on the part of students who may not have understood the rubric of the tasks, is another important factor affecting the students’ performance. Also, the findings of this study suggested that scoring validity could have a significant effect on the students’ scores because of the inconsistency of markers during the scoring process as they may have sometimes failed to assign the students to their corresponding level of proficiency. Consequently, the study provided a set of implications as well as recommendations for future research.
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Collins, Brett. "SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500157.
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Teaching & Learning<br>Ph.D.<br>In this study I addressed three problems related to how sandhi-variation, the adjustments made by speakers to the speech stream, filters comprehension for second language listener processing. The first was the need to better understand proficiency problems encountered by L2 listeners as they decode the speech stream with the phonological features of sandhi-variation, elision and assimilation, by investigating the item difficulty hierarchy of the phenomena. The second was the scarcity of research on aural processing abilities of second language learners in relation to their understanding sandhi-variation in aural texts. The third concerns the lack of research investigating links between learners’ backgrounds and their ability to handle listening texts, especially variations in the speech stream in target aural texts. The purpose of this study was threefold. My first purpose was to investigate the item difficulty hierarchy of sandhi-variation types that learners have in relation to L2 listening proficiency. My second purpose was to evaluate links between aural input containing elision and assimilation and second language aural processing, to provide insight into how learners deal with sandhi-variation as they process such input. My third purpose was to investigate through the use of interviews the aural input that participants have encountered prior to the interventions of this study, to help explain which types of aural input can facilitate intake. Twenty-five first- and second-year Japanese university students participated in the current study. The participants completed a series of instruments, which included (a) a Test of English as a Foreign Language Paper-Based Test (TOEFL PBT), (b) a Listening Vocabulary Levels Test (LVLT), (c) a Modern Language Aptitude Test–Elementary (MLAT-E), (d) a Pre-Listening in English questionnaire, (e) an Elicited Imitation Test (EIT), and (f) a Background and Length of Residency interview. The EIT was used as a sandhi-variation listening test with two component parts (i.e., elision and assimilation) and two sub-component parts (e.g., two different utterance rates), using elicited imitation. Finally, the participants were interviewed about their language backgrounds to gauge their understanding and feelings about English. An empirical item hierarchy for elision and assimilation was investigated, along with the determinants of the hierarchy. Overall, the tendency was for items with elision and assimilation to be more difficult. Results also indicated that the two input rate variables combined with elision and assimilation affected the non-native participants’ listening comprehension. Moreover, the strength of the relationship between two measures of the participants’ language ability, proficiency and aptitude, and their comprehension of items with and without the phonological features of elision and assimilation, were investigated. The results confirmed a positive relationship between language aptitude as measured by the MLAT-E and the comprehension of the phonological features of elision and assimilation. Finally, the results indicated that there were no significant, positive correlations between English language proficiency scores and both the Pre-Listening Questionnaire, which measured the participants’ feelings about second language listening, and the Background and Length of Residency Interview. More research needs to be conducted to determine how learners’ backgrounds are related to listening comprehension in order to better prescribe aural input in second language listening classrooms.<br>Temple University--Theses
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Lehmann, Bianca Alves. "As aulas de oratória : um espaço de formação e de construção identitária." Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br/handle/ri/2843.
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Previous issue date: 2015-04-23<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Esta dissertação analisa oratórias de acadêmicos do primeiro semestre do curso de Bacharelado em Letras, da Universidade Federal de Pelotas, a partir dos questionamentos: que posições de sujeito são ocupadas em sala de aula em um momento em que os alunos são convocados a falar? E, a partir das posições ocupadas, de que maneira os acadêmicos são subjetivados e constroem para si certos discursos de identidade? Além disso, este estudo tem como propósito entender as oratórias como uma atividade pedagógica que possibilita a ocupação de determinadas posições de sujeito – o processo de constituição identitária – e de compreender a sala de aula como um lugar privilegiado onde circulam discursos complexos e, assim, se constituem sujeitos sociais. Para fins de análise, o referencial teórico é respaldado pelos Estudos Culturais (EC) e pela Linguística Aplicada Transdisciplinar (LAT), especificamente no que tange às questões identitárias. Sob a ótica dos Estudos Culturais, é possível analisar as representações e as questões identitárias a partir dos discursos proferidos, uma vez que linguagem é entendida como constituidora de identidades. A Linguística Aplicada Transdisciplinar, por seu turno, vai ao encontro das questões identitárias, já que considera o sujeito social como sendo construído pelos sentidos produzidos a partir dos usos e das implicações sociais, políticas e econômicas. Os principais pressupostos teóricos, que entendem a linguagem como constituidora de significados, foram embasados em autores como Fabrício (2006), Hall (1997a), Moita-Lopes (2001, 2006a), dentre outros. Em relação a discussões que envolvem as questões de identidade e representação, foram utilizados autores como Hall (1997b, 2000, 2011), Silva (1995b, 2000a, 2000b), Woodward (2000), dentre outros. Dessa maneira, tendo como princípio, portanto, o fato de que a linguagem serve como um mecanismo que constitui e que exerce um papel privilegiado na construção e na circulação do significado, esta pesquisa objetiva entender a sala de aula como um espaço em que há, além do processo de ensino/aprendizagem, a produção de identidades. A partir da análise realizada, conclui-se que os alunos são subjetivados e constituem identidades, ocupando posições de sujeito em sala de aula. As posições, por exemplo, de sujeito preocupado com as questões que englobam respeito, dignidade e igualdade, bem como de um sujeito crítico, politizado e bem informado foram preenchidas não somente no momento da oratória, mas também no debate após cada apresentação, em que os alunos se posicionaram e se constituíram enquanto sujeitos sociais significando a si e ao mundo.<br>This dissertation analyzes the oratory of students of the first semester of the Bachelor of Arts, at Universidade Federal de Pelotas, based on the questioning: which positions of subject are taken in class in a moment of evaluation in which the youths are summoned to speak?, and based on those positions taken, how are the pupils subjectivized and build certain identity speeches for themselves? Besides that, this study aims to analyze such oratory, in a sense of understanding them as a pedagogical activity which allows the occupation of certain subject positions – the process of identity constitution – and understand the classroom as a privileged place where complex speeches circulate, and, therefore, they constitute social subjects. For analysis purposes, the theoretical framework is supported by the Cultural Studies (CS) and by the Transdisciplinary Applied Linguistics (TAL), specifically regarding identity issues. From the perspective of Cultural Studies, it is possible to analyze the representations and identity based on the speeches, since language is understood as a constructor of identity. The Transdisciplinary Applied Linguistics, in turn, meets the identity issues, as regards the social subject to be built by the senses produced from the uses and social, political and economic implications. The main theoretical assumptions, which understand the language as constitutor of meanings, were based on authors such as Fabrício (2006), Hall (1997a), Moita-Lopes (2001, 2006a), among others. Regarding discussions that involve the questions of identity and representation, authors like Hall (1997b, 2000, 2011), Silva (1995b, 2000a, 2000b), Woodward (2000), among others were used. Therefore, as a principle, the fact that the language serves as a mechanism which plays a key role in the construction and movement of meaning, this research aims to understand the classroom as a place in which there is, besides the process teaching/learning, the production of identity. Based on the analysis, it is concluded that the students are subjectivized and build identities, occupying positions of subject in the classroom. The positions, for example, a subject concerned with issues that include respect, dignity and equality, as well as a critical subject, politically aware and knowledgeable were filled not only at the time of speaking, but also in the discussion after each presentation, in which students were positioned and constituted while social subjects that were meaningful to themselves and to the world.
28
Compton, Michelle L. "THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH." UKnowledge, 2015. http://uknowledge.uky.edu/ltt_etds/6.
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This paper evaluates whether students’ perceptions of Appalachian English improve through a method of instruction that uses dialect literature in the classroom. Most existing methods of instruction tend to portray dialects as wrong, incorrect, or in some way less rule-governed than Standardized English, despite the numerous studies that have demonstrated otherwise (e.g., Labov 1969, Wolfram 1986). The data from this study derives from two groups of students enrolled in introductory composition and communication at the University of Kentucky. Each group is given a pre-test to determine attitudes toward Appalachian English and Standardized English. An experimental group is then exposed to a method that incorporates texts that use Appalachian English features, while no specific dialect literature is included in the control group. After the conclusion of the lessons, students in both groups complete a post-test used to analyze whether their perceptions of Appalachian English changed throughout the study. The experimental method results in significant increases in several of the attitude measures for Appalachian English, while the students that did not receive this method of instruction experienced no increase for the linguistic variety. These results demonstrate that this method has potential for reducing negative perceptions towards speakers of non-standard dialects.
29
Brown, Charles A. "Perceptions of the value and uses of English among university English majors in Taiwan." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419959736.
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Raschke, Suzanne. "Patterns of rhetoric/patterns of culture : a look at the English writing of Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4197.
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That a link exists between language and culture has long been accepted; however, not only the extent, but also the exact nature of that link remains unclear. In recent years, rhetoricians have raised questions about how culture affects the patterns of organization and other rhetorical features of writing. At present, the search for answers to these questions is made difficult by the cultural bias imposed by the language of any analysis of writing that may be undertaken and by a lack of criteria that can be used in performing such an analysis.
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Castro, Rosa Cristina Bronzon de. "Uma cadeia criativa na formação de educadores a partir da proposta curricular do Estado de São Paulo para a disciplina de educação física." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14114.
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Previous issue date: 2009-08-05<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This piece of research aims at critically understanding the means by which a teacher education project for physical education teachers, within the concept of creative chain (LlBERALI, 2006a e b) can collaborate to implement an officially prescribed material in a public school. The research is carried out in the Citizenship Action Program - phase 2 (PAC-2) context, inserted within Applied Linguistic area and it is founded in the Social-Cultural-Historical Activity Theory (VYGOTSKY, 1934/1998, 1930/2004; lEONTIEV, 1977; ENGESTROM, 1999). In this perspective, the investigation seeks to discuss the concept of "Creative Chain", which encompasses a partnership in which participants intentionally produce "shared meanings"(VYGOTSKY, 1934) in activities that are interconnected in a spiral format (LIBERALI, 2006a e b). Questions pertaining to physical education are also tackled as they are found in official documents and how they are treated by other researchers within the area (BRACHT, 1992; BETTI, 1991, 1998; CAPARROZ, 1997; DAOLIO 2004; KOIYNIAK FILHO, 2008; MELLO, 2006). The adopted methodology is that of the Critical Research of Collaboration (MAGALHÃES, 2007), with its direct intervention in participants' practices so as to create a locus for critical reflection of their actions (MAGALHÃES, 1994/2007, 2003/2007) and to allow for the understanding of the possible transformation (MAGALHÃES, 1998/2007; 2004; LlBERALI,2004; 2006; 2008). In terms of linguistic analyzes and data discussion, the investigation focused on the context of production and the thematic content found through the analysis of lexical choices. Thus, it was possible to understand how the senses and meanings (VYGOTSKY, 1934/2005, 1934/2001) about the contents of an official document were being constructed by the teacher-research participant, by the researcher and by the teacher-supervisor in the planning meetings. Data were produced (by means of audio and video recordings) in a state school in São Paulo which is part of PAC-2. Participants were a physical education teacher of the 5th grade, who has 43 students ranging from 11 to 13 years of age, and the teacher supervisor. Results seem to reveal that the teacher education process developed in activities of the creative chain produce a collaborative space that enable participants to better appropriate the official prescription, without forgetting the needs of the school<br>O objetivo geral desta pesquisa é compreender criticamente como um
trabalho para a formação de educadores de educação física em Cadeia Criativa
(LlBERALI, 2006 a e b) pode colaborar na implementação de uma prescrição oficial
em uma escola da rede estadual. A pesquisa desenvolve-se no contexto do
Programa Ação Cidadã - fase 2 (PAC-2), inserida na área da Linguística Aplicada e
fundamentada na Teoria da Atividade Sócio-Histórico-Cultural (VYGOTSKY,
1934/1998,1930/2004; LEONTIEV, 1977; ENGESTRÖM, 1999). Nessa perspectiva,
propõe-se a discutir o conceito de "Cadeia Criativa" que compreende uma parceria
em que os participantes produzem "significados compartilhados" (VYGOTSKY, 1934)
deforma intencional em atividades interligadas de forma espiral (LIBERALI, 2006a e b). Também são abordadas questões da educação física, tal como tratadas pelos
documentos oficiais e por pesquisadores da área (BRACHT, 1992; BETTI, 1991,
1998; CAPARROZ, 1997; DAOLIO 2004; KOLYNIAK FILHO, 2008; MELLO, 2006). A
metodologia adotada é a da Pesquisa Crítica de Colaboração (MAGALHÃES, 2007),
que propõe intervenção direta na prática dos participantes, de modo a criar um
espaço para a reflexão crítica de suas ações (MAGALHÃES, 1994/2007,
2003/2007), possibilitando a compreensão da possível transformação pretendida.
Para análise linguística e discussão dos dados foram considerados o contexto de
produção e o conteúdo temático a p.artir das escolhas lexicais. Dessa forma, foi
possível compreender como os sentidos e os significados (VYGOTSKY, 1934/2005,
1934/2001)sobre os conteúdos de um documento oficial foram sendo construídos
pelo professor participante, pela pesquisadora e pela professora orientadora nas
reuniões de planejamento. Os dados foram produzidos (por gravação em áudio e
vídeo)em uma escola da rede pública estadual de São Paulo que participa do PAC-
2. Participaram desta pesquisa: um professor de educação física da 5asérie, com 43
alunos de 11 a 13 anos de idade, esta pesquisadora e sua professora-orientadora.
Os resultados parecem revelar que a formação desenvolvida em atividades da
Cadeia Criativa cria espaço de colaboração de modo a possibilitar aos participantes
uma melhor apropriação da prescrição oficial, atrelada às necessidades da escola
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Souza, Rômulo Francisco de. "Implicações do uso de Material Didático Virtual Livre em contexto formal de ensino-aprendizagem de italiano como LE/L2: a perspectiva dos problemas de ensino." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-22012015-161313/.
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Nossa pesquisa teve como objetivo explorar as implicações relativas à utilização de material didático de natureza virtual livre em contexto formal de ensino-aprendizagem de italiano LE/L2. As implicações foram tratadas em forma de Problemas de Ensino e o termo utilização foi desdobrado em dois aspectos: utilização em sala de aula presencial e produção. Orientou-nos a hipótese de que o uso de materiais didáticos de natureza virtual livre, em contexto formal de ensino-aprendizagem de língua italiana como LE/L2, deflagra uma série de implicações observáveis e específicas as quais podem ser definidas em termos de Problemas de Ensino (ORTALE, 2010) , dada a sua natureza peculiar, ou seja, livre. A fim de alcançar nossos objetivos, lançamos mão de uma metodologia qualitativa de viés construtivista e interpretativista. Os Problemas de Ensino foram identificados por meio da análise de Relatos de Problemas de Ensino (ORTALE, 2010). Balizaram nossas análises a metodologia de formação de professores, alicerçada na ideia de Aprendizagem Baseada em Problemas (ABP), explicitada em Ortale (2010), e as técnicas e procedimentos de desenvolvimento de teoria fundamentada, conforme Strauss e Corbin (2008). Os Problemas de Ensino relativos à utilização foram investigados em duas disciplinas de língua italiana ofertadas em nível de graduação junto à Faculdade de Letras de uma universidade pública do estado de São Paulo. Os Problemas de Ensino relativos à produção foram pesquisados nos contextos de duas edições de um curso de formação de professores de língua italiana em serviço e em pré-serviço que ministramos no âmbito de duas universidades públicas brasileiras - uma no estado de Santa Catarina e outra no estado de São Paulo. Encontramos um total de 11 (onze) Problemas de Ensino - 7 (sete) relacionados ao aspecto da produção de Material Didático Virtual Livre e 4 (quatro) relacionados ao aspecto da utilização. Notamos, por meio de nossa análise, a proeminência de dois fatores associados aos Problemas de Ensino encontrados: as crenças a respeito de materiais didáticos de natureza virtual livre e a demanda pelo desenvolvimento de competências relativas aos aspectos virtual e livre desse tipo de material didático. Concluímos que os Problemas de Ensino identificados não são específicos, mas, sim, característicos dos materiais didáticos de natureza virtual livre<br>The aim of our research was to explore the implications related to the use of Free Virtual Educational Materials in the context of formal teaching and learning Italian as FL/SL. The implications were dealt as Problems of Teaching (ORTALE, 2010) and the term use was considered according to two aspects: use in presential classrooms and production. The hypothesis was that the use of Free Virtual Educational Materials, in the context of formal teaching and learning Italian as FL/SL, triggers a series of observable and specific implications, which can be defined in terms of Problems of Teaching due to its peculiar nature, that is, being a free educational material. The methodology adopted here was qualitative, both constructivist and interpretativist. The Problems of Teaching were identified through the analysis of the Reports of Problems of Teaching (ORTALE, 2010). The analyses were based on the methodology of teacher education, supported by the idea of Problem-Based Learning (PBL), explained in Ortale (2010), and the techniques and procedures of the Grounded Theory, according to Strauss e Corbin (2008). The Problems of Teaching related to the use were investigated in two undergraduate subjects of Italian Language offered by the College of Arts in a public university in São Paulo state. The Problems of Teaching related to the production were researched in the context of two editions of the training course for teachers of Italian Language in-service and pre-service, taught at two Brazilian public universities one in Santa Catarina state and the other in São Paulo state. We have found the total of 11 (eleven) Problems of Teaching 7 (seven) related to the aspect of production of Free Virtual Educational Materials and 4 (four) related to the aspect of its use. We have noticed through our analysis, the prominence of two factors associated to the Problems of Teaching which were found in the research: the beliefs regarding Free Virtual Educational Materials and the demand to develop the competences related to the free and virtual aspects of this sort of material. We concluded that the Problems of Teaching identified here are not specific but are typical of educational materials that are virtual and free
33
Williams, Alan. "Resolving the culture conundrum : a conceptual framework for the management of culture in TESOL /." Access full text, 2005. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20060714.142623/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2005.<br>"A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Educational Studies, Faculty of Education." Research. Includes bibliographical references (leaves 309-317). Also available via the World Wide Web.
34
Khabbazbashi, Nahal. "An investigation into the effects of topic and background knowledge of topic on second language speaking performance assessment in language proficiency interviews." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:359c8956-4561-43a8-a7ae-eba1e0dab51c.
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This study explores, from a test validity perspective, the extent to which the two variables of topic and background knowledge of topic have an effect on spoken performance in language proficiency interviews. It is argued that in assessment contexts where topics are randomly assigned to test takers, it is necessary to demonstrate that topics of tasks and the level of background knowledge that test takers brings to these topics do not exert an undue influence on test results. Otherwise, a validity threat may be introduced to the test. Data were collected from 82 Farsi speakers of English who performed on ten different topics, across three task types. Participants’ background knowledge of topics was elicited using self- report questionnaires while C-tests were used as a measure of general English language proficiency. Four raters assigned scores to spoken performances using rating scales. Semi- structured interviews were carried out with raters, upon completion of the rating process. A mixed- methods strategy of inquiry was adopted where findings from the quantitative analyses of score data (using Multi-Faceted Rasch Measurement, multiple regression and descriptive statistics) were synthesised with the results of the qualitative analyses of rater interviews and test takers’ content of speech in addressing the foci of the study. The study’s main findings showed that the topics used in the study exhibited difficulty measures which were statistically distinct i.e. topics, within a given task type, could not be considered parallel. However, the size of the differences in topic difficulties was too small to have a large practical effect on scores. Participants’ different levels of background knowledge were shown to have a consistent, systematic and statistically significant effect on performance with low levels of background knowledge posing the highest level of challenge for test takers and vice versa. Nevertheless, these statistically significant differences in background knowledge levels failed to translate into practically significant differences, as the size of the differences were too small to have a large impact on performance scores. Results indicated that, compared to general language proficiency which accounted for approximately 60% of the variance in spoken performance scores, background knowledge only explained about 1-3% of the variance. Qualitative analyses of data suggested lack of background knowledge to be associated with topic abandonment, disengagement from topic-related questions, and fewer opportunities for test takers to elaborate on topics. It was also associated with negative affective influence on test takers, particularly lower proficiency individuals. Taken together, the findings have theoretical, methodological and practical implications for second language speaking performance assessment.
35
Knight, Tracey Louise. "Beyond the classroom walls : a study of out-of-class English use by adult community college ESL students." PDXScholar, 2007. https://pdxscholar.library.pdx.edu/open_access_etds/4049.
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Research in Second Language Acquisition indicates that using English outside of the classroom is an important part of the language learning process. However, studies done on university level ESL and EFL students indicate that students use English minimally when outside of the classroom. This thesis furthers the research on English use outside of the classroom in order to more fully understand all types of language learners and the link between language proficiency and out-of-class English use.
36
Yamamoto, Noriko. "Effects of setting on Japanese ESL students' interaction patterns." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4272.
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Japanese ESL students are often evaluated negatively by their teachers because of their quiet verbal behavior in the classroom; yet, this study suggests that such silence may be situation specific. The purpose of this study is to describe characteristics of eight Japanese ESL students' production and interaction by comparing with those of four non-Japanese students, across three settings: teacher-fronted, group work, and NS-NNS conversation.
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Murta, Ailly Cristina. "Estudo da influência do gênero esquema na produção do resumo acadêmico." Universidade Federal de Viçosa, 2014. http://locus.ufv.br/handle/123456789/4889.
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Previous issue date: 2014-04-01<br>This study is grounded in assumptions of Applied Linguistics, Textual Linguistics, and Retextualization Process and Genres for its development. This research took place at the Federal University of Viçosa and its general goal was to analyze the influence of the genre scheme in the elaboration of the academic abstract. For that, we attempted to (i) verify the comprehension of the source text through the analysis of the comprehension questionnaires produced by the students of LET 102 Reading and Producing Texts I and LET 104 Reading and Producing Textual Academic Producing Workshop; (ii) describe how the students of both classes retextualize the opinion article in a initial abstract, as well as analyzing if there was change on the final abstract in relation to the authorship; (iii) analyze the schemes produced by the students of LET 102 as satisfactory or non satisfactory; (iv) compare the differences between the final abstracts produced by both classes taking in consideration the level of informativity and the occurrence, and (v) reflect on the influence of the genre scheme in the elaboration of the final abstract from the students of LET 102, as well as evaluate if the absence of the scheme brought any damage to the final production of the students of LET 104.As a result from analyses of comprehension questionary, the participants of both showed satisfactory and near which made it able to continue the research development. The authorial analyses presence showed one considerable evolution of the initial abstract to the final abstract as a result of the discussion in class. After these analyses, we evaluated the scheme performance filled by the LET 102 participants and they presented satisfactory performance in this stage. We did not find any abstracts with high informative, so it means that the writers synthesize most of the parts of the information presented on the text. Comparing the two classes, the presented values showed us that there was not one positive influence using the scheme genre in the academic abstract production, since the final production of the LET 102 participants did not showed better performance than the ones who did not use the schema in their retextualization.<br>Este estudo se ancora nos pressupostos da Linguística Aplicada, Linguística Textual, Processo de Retextualização e Gêneros para o seu desenvolvimento. Essa pesquisa desenvolveu-se na Universidade Federal de Viçosa e como objetivo geral, buscouanalisar a influência do gênero esquema na elaboração do resumo acadêmico. Para tanto, buscou-se: (i) verificar a compreensão do texto-fonte através da análise dos questionários de compreensão produzidos pelos alunos de LET 102 Leitura e Produção de Textos I e LET 104 Oficina de Leitura e Produção de Gêneros Textuais Acadêmicos; (ii) descrever como os alunos de ambas as turmas retextualizaram o artigo de opinião em um resumo inicial, bem como analisar se houve modificação para o resumo final com relação à noção de autoria; (iii) analisar os esquemas produzidos pelos alunos de LET 102 como satisfatórios ou não satisfatórios (iv) comparar as diferenças entre os resumos finais produzidos pelas duas turmas levando em consideração o grau de informatividade e a coerência e (vi) refletir sobre a influência do gênero esquema na elaboração do resumo final dos alunos de LET 102, bem como avaliar se a ausência do esquema trouxe algum prejuízo à produção final dos alunos de LET 104. Como resultado da análise dos questionários de compreensão, os participantes de ambas apresentaram médias satisfatórias e próximas o que habilitou a continuação do desenvolvimento da pesquisa. A análise da presença de autoria mostrou uma evolução considerável dos resumos iniciais para os finais, como fruto das discussões em sala de aula. Feita essa análise, avaliamos o desempenho dos esquemas preenchidos pelos participantes de LET 102 e apresentaram um desemprenho satisfatório nessa etapa. Em nenhuma das duas turmas encontramos resumos com alta informatividade, o que indica que o sujeito resumidor sintetiza a maior parte das informações apresentadas no texto. Comparando as duas turmas, os valores apresentados nos mostraram que não houve uma influência positiva da utilização do gênero esquema na produção do resumo acadêmico, ixposto que as produções finais dos participantes de LET 102 não apresentaram um maior desempenho do que aqueles que não utilizaram o esquema em suas retextualizações.
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Busse, Vera. "Foreign language learning motivation in higher education : a longitudinal study on motivational changes and their causes." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:4863fa65-02e7-47e5-9258-6132e4ef8817.
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L2 motivational research may be described as an ongoing quest to identify motivational attributes underlying motivated language learning behaviour. This study employs a novel theoretical and methodological focus in this endeavour: firstly, it applies theories of the self to a motivational exploration of L2 motivation involving first-year students studying towards German degree courses at two major UK universities. Secondly, the study explicitly addresses the time- and context-sensitive nature of motivational attributes. While the majority of L2 motivational studies treat motivational attributes as static and rely heavily on one-off surveys, this study uses a longitudinal mixed-methods approach. Questionnaires were administered at the beginning and at the end of the academic year, and students were interviewed five times over the course of the academic year. Results suggest that the concept of integrative orientation in its traditional sense plays a minor role for these students. The concepts of the ideal L2 self and intrinsic motivation are better suited to capture these students’ motivation for studying German, and together with self-efficacy beliefs they offer a good basis for understanding students’ motivated engagement with language learning throughout the year. However, the data also reveal that considerable changes take place during the course of the year. Importantly, students’ intrinsic motivation significantly decreases and so do self-efficacy beliefs for speaking and listening, a trend concomitant with decreasing effort to engage with language learning. The qualitative data shed light on the motivational changes observed, and provide a detailed and rich picture of the interplay between motivation and contextual factors. Based on the empirical insights gained, a theoretical framework is proposed which links the motivational attributes examined and situates them within multilayered contextual spheres. The thesis concludes by outlining pedagogical suggestions how to counteract decreasing motivation during the first year at university.
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Rice'-Daniels, Patricia. "MULTICOMPETENCE, MULTIPLE INTELLIGENCES AND FIRST-YEAR COMPOSITION STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/786.
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The purpose of this study is to examine, gain, and ultimately share an understanding of certain cognitive differences, similarities, intelligence patterns, and preferences between competent monolingual (English) and multicompetent bilingual/multilingual first-year composition (FYC) college students. Within this project is an attempt to address the following questions: Do monolingual and bilingual/multilingual FYC students show different strengths and weaknesses in their cognitive abilities? Are there learning preferences and literacy differences or similarities between monolingual and bilingual/multilingual FYC students?
Primarily, two cognitive concepts were used in this examination to provide perspectives and quantitative data in response to the above questions. First, is Vivian Cook’s (1992, 1999) multicompetence theory, which involves cognitive differences between monolingual (L1) and bilingual/multilingual (L2/L3) speakers/users; and second, Howard Gardner’s (1999, 2004, 2006) multiple intelligences (MI) theory, whereby two types of MI assessments were used to study any such differences and similarities among FYC students.
To fulfill the requirements for this particular thesis, included is a conference proposal (abstract), a conference paper, and a publishable scholarly article. The necessary charts, graphs, tables, and appendices are provided, accordingly.
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Williams, Alan Brunton, and Alan Williams@latrobe edu au. "Resolving the culture conundrum: A conceptual framework for the management of culture in TESOL." La Trobe University. School of Educational Studies, 2005. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060714.142623.
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The thesis explores the place of culture in the teaching of English to speakers of other languages (TESOL). The study originally set out to investigate the ways in which teachers understand culture and deal with it in their teaching of English. A survey of teachers found that while the teachers had sophisticated understandings about culture and its relationship with language at a general level, they did not have clear understandings about how cultural teaching can be enacted in the classroom. This conundrum was also evident in the literature on teaching culture in TESOL. An extensive survey of the literature found that while there are a number of different perspectives on how culture can be understood and dealt with in TESOL, none of these provide a comprehensive basis for the understandings teachers need for the practicalities of teaching. The focus of the study shifted from an investigation of professional development to the articulation of a conceptual framework to inform teachers in the way they can manage the teaching of culture. The framework draws on some significant insights of one of the perspectives in the literature, Intercultural Language Teaching, as well as some insights from other perspectives. The framework identifies dimensions in which teachers need to understand how culture can be manifest and managed in TESOL. For each dimension a number of factors on which decisions need to be made are identified. The framework also identifies a number of principles to guide teachers in their decision-making about the teaching culture. The potential of the framework to inform the teaching of English to adult immigrants in Australia, as well as students studying English in a university in Vietnam is explored. The capacity of the framework to inform TESOL teacher education, research and theory building is also evaluated.
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Lindenmeyer, Susan. "Study of referential and display questions and their responses in adult ESL reading classes." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4070.
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The technique of asking questions in the classroom has prevailed in first language classes for many years. This teaching technique has also been widely used in ESL reading classes. Though there has been extensive research about teachers' questions and students' responses in first language classrooms, there is a paucity of studies in second language classrooms.
This is a descriptive study of six experienced college level English as a Second Language (ESL) teachers and their discussions of the same reading selection with ninety-eight non-native speakers in each of their classes. Teacher-led discussions were audiotaped and twenty minutes of each class were transcribed and analyzed. Teachers' questions were coded according to Long and Sato's (1983) seven-category taxonomy of functions of teachers' questions. Students' responses were analyzed according to their mean length, syntactic complexity, and the use of connectives.
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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
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This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.
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Pereira, Elizabeth Thomaz. "A terceira idade na universidade aberta: navegando, buscando, aprendendo em um mar sem fim." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14092.
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Previous issue date: 2009-06-23<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research aims to describe and interpret the phenomenon of learning for
mature adults and elderly students in two Open University of The Third Age of
São Paulo State. The purpose was to collect subsidies to be used in educating
teachers for instructional contexts which aim at developing practices focused on
education for that age group, providing the elderlies not only with integral
development, but also equal opportunities and social inclusion. The relevance
of this work is primarily, the worldwide growth interest in the social life of the
elderly. This research discussed the increase in longevity in the world (Frias,
1998; Goldman, 2001; Kalache and Kickbusch, 1997; Veras, 1995),
Gerontology (Cachioni, 2003; Hayflick, 1996; Neri, 1995; Papaléo Netto, 1996),
Education (Canary, 2000; Case, 2000; Delors et al., 1999, Freire, 1996;
Giubilei, 1993, Lima, 2001, Rogers, 1969; Sobral, 2001, Vygotsky, 1978), The
Open Universities of The Third Age (Jordan Neto, 2001; Martins de Sá, 1991;
Vella, 1997) and teacher education (Kenski, 2001, Monteiro, 2000, Moraes,
1997; Perrenoud, 2002) for those who are aging. To carry out the research, I
used the hermeneutic-phenomenological approach (van Manen, 1990; Freire,
2007); including researching on interpretations of learning from students and
teachers, mature adults and elderly, on this phase of their lives. In addition, this
research tried to show what the nature of learning in old age in two Open
Universities is. The gathered texts consisted of sixteen transcribed interviews
with students and teachers, mature adults and elderly of two open universities.
From the descriptions and interpretations of the experiences of these
individuals, it was possible to identify the nature of the phenomenon. However,
it should be emphasized that, throughout the interpretation process, the texts
collected indicated that, against the initial intention, the target phenomenon
was, in fact, the search in The Open University by senior citizens. When I
reached the essence of the phenomenon, I identified the themes that structured
this search, which are learning, welfare, pastime and relationships. These
themes can be used as a basis for further researches. They can be and should
continue being the prime objective of those who work or will work at institutions
in which there are people from an age segment that most grows in the society
we live<br>Esta pesquisa tem por objetivo descrever e interpretar o fenômeno do aprender
para os alunos adultos maduros e idosos de duas Universidades Abertas da
Terceira Idade de São Paulo. A finalidade foi coletar subsídios para serem
utilizados na formação de professores para contextos instrucionais, que visam
à formação de práticas voltadas à educação dessa faixa etária,
proporcionando-lhes não só desenvolvimento integral, mas também
oportunidades igualitárias e inclusão social. A relevância deste trabalho devese,
principalmente, ao crescente interesse mundial pela longevidade e pela
inserção social do idoso. Foi discutido o aumento da longevidade no mundo
(Frias, 1998; Goldman, 2001; Kalache e Kickbusch, 1997; Veras, 1995), a
Gerontologia (Cachioni, 2003; Hayflick, 1996; Neri, 1995; Papaléo Netto, 1996),
a educação (Canário, 2000; Case, 2000; Delors et al., 1999; Freire, 1996;
Giubilei, 1993; Lima, 2001; Rogers, 1969; Sobral, 2001; Vygotsky, 1978), as
universidades abertas da terceira idade (Jordão Neto, 2001; Martins de Sá,
1991; Vellas, 1997) e a formação de professores (Kenski, 2001; Monteiro,
2000; Moraes, 1997; Perrenoud, 2002) para aqueles que estão envelhecendo.
Para operacionalizar a pesquisa, foi utilizada a orientação metodológica
Hermenêutico-Fenomenológica (van Manen, 1990; Freire, 2007), buscando:
que interpretações alunos e professores, adultos maduros e idosos, de duas
universidades abertas da terceira idade têm sobre o aprender nessa fase da
vida e qual a natureza do aprender na terceira idade na universidade aberta.
Os textos coletados foram constituídos de entrevistas transcritas com
dezesseis alunos e professores, adultos maduros e idosos, de duas
universidades abertas. A partir das descrições e das interpretações das
experiências vividas por esses sujeitos, foi possível identificar a natureza do
fenômeno em estudo. Durante o processo de interpretação, contudo, os textos
coletados revelaram que, contrariamente ao enfoque inicial, o fenômeno em
foco era, de fato, a busca na terceira idade na universidade aberta. Ao chegar à
essência do fenômeno, consegui identificar os temas que estruturam essa
busca, que são: aprendizagem, bem-estar, ocupação e relações. Esses temas,
além de servirem de base para pesquisas posteriores, podem e devem
continuar sendo o objetivo maior daqueles que trabalham ou venham a
trabalhar em instituições, com o segmento etário que mais cresce na sociedade
em que vivemos
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Velasques, Matheus Trindade. "Why is the book on the table?: um estudo sobre a constituição identitária de professoras de língua Inglesa em formação." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/2167.
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Previous issue date: 2013-03-14<br>This dissertation presents a study about the process of identity constitution of English as a Second Language (ESL) training teachers based on their oral narratives. The aim of this research was to study the oral narratives of five training teachers of ESL in the sixth semester of an English-Portuguese Teaching and respective Literatures Degree to identify which discourses and representations of what it is to be an ESL
teacher constitute their teaching identities and from what social instances they come from. In order to achieve this goal, the memories of the subjects of this study about the English teachers they had during their mainstreaming schools and English language courses learning experiences, as well as of their first experiences in the classroom in the role of teachers, along with their representations of teacher's position in society were reconstructed in the format of oral narratives produced
through the guidance of a semi-structured interview. This study is located at the borders between Applied Linguistics, specifically from the bias that Pennycook (2006) calls transgressive Applied Linguistics, and Cultural Studies in Education. For analysis purposes, we use specific concepts for narrative (MOITA LOPES, 2001; LARROSA, 1996), representation (WOODWARD, 2011, HALL, 1997c) and identity
(Hall, 1997b; WOODWARD, 2011; SILVA, 2011). The study has identified the fluid and hybrid character of the training teachers identities which have been constructed by discourses coming from their experiences at mainstream schools, English language courses, ongoing training at the undergraduate course disciplines and their own professional experience, according to what was possible to map out in their
interviews. The (positive and negative) examples of the teachers who have been part of their school lives are strong subjective force elements alongside their professional
experiences. The narratives about their teaching styles enable the interpretation of the hybrid character of their professional identities, in which elements of their student, family and researcher identities mingle during the interview. The teachers seem to create a picture of the ideal teacher, the "good" teacher, which is set as a target domain and is linked to the formal aspects and use of English, pedagogical knowledge and good relationship with students, based on their experiences with ESL learning and teaching. These elements mentioned above seem to be fundamental in the identity construction of the ESL teachers in training analysed in this study.<br>Esta dissertação apresenta um estudo sobre o processo de constituição identitária de professoras de língua inglesa em formação a partir de suas narrativas orais. Pretendeu-se nesta pesquisa identificar, em narrativas orais de cinco professoras de língua inglesa em formação do sexto semestre de um curso de Licenciatura dupla em Letras Português e Inglês e respectivas literaturas, que discursos e representações do que é ser professora de língua inglesa constituem suas identidades docentes e de que instâncias sociais eles advém. Para isso, foram resgatadas, por meio de narrativas orais em entrevista semiestruturada, as memórias das acadêmicas sobre os professores de inglês em sua experiência escolar e em cursos livres, bem como suas primeiras experiências em sala de aula
no papel de docente e suas representações da posição do professor perante a sociedade. Este estudo situa-se nas fronteiras entre Linguística Aplicada, especificamente a partir do viés que Pennycook (2006) chama de Linguística Aplicada transgressiva, e Estudos Culturais em educação. Para fins de análise, partiu-se das noções de narrativa (MOITA LOPES, 2001; LARROSA, 1996), representação (WOODWARD, 2011, HALL, 1997c) e identidade (HALL, 1997b; WOODWARD, 2011; SILVA, 2011). As análises desenvolvidas apontam para o
caráter fluido e híbrido das identidades das professoras em formação, as quais são construídas, conforme foi possível mapear em suas entrevistas, por discursos provenientes da experiência escolar, curso livre, curso de formação e experiência profissional. Os exemplos (positivo e negativo) dos professores que passaram por suas vidas estudantis constituem-se em fortes elementos subjetivadores, ao lado de
suas experiências profissionais. As narrações de seus perfis docentes possibilitam a interpretação do hibridismo de suas identidades profissionais, em que elementos de suas identidades discentes, familiares e de pesquisadoras se mesclam no momento da entrevista. As professoras parecem criar, a partir de suas experiências com o ensino e aprendizagem de inglês, uma figura do professor ideal. O "bom" professor parece se estabelecer na narrativa das acadêmicas como meta e está ligado ao domínio dos aspectos formais e de uso do inglês, saberes pedagógicos e bom relacionamento com os alunos. Estes elementos acima citados parecem ser
fundamentais na constituição identitária das professoras de língua inglesa em formação deste estudo.
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Clancy, Charlotte M. "Reading recovery : investigating differential effects on the literacy development of young children for whom English is an additional language in comparison with their native speaking peers." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:cad85100-4bfc-4348-91d0-9a0fa7d3a216.
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This thesis studied young, struggling readers, all of whom had participated in the Reading Recovery literacy intervention, and investigated whether differential progress was made by children learning English as an additional language when compared with their native, English-speaking peers. The children were assessed on a pre- and post-test basis on literacy measures associated with reading comprehension in a UK context. Following a Pilot Phase, 52 children who were learning English as an additional language, and 48 native, English-speaking children were recruited from twenty-three primary schools in 8 local authorities across the UK. The children were administered standardised literacy measures, including the British Abilities Scale (BAS) single word reading test, the British Picture Vocabulary Scales (BPVS) vocabulary knowledge test, the Phonological Assessment Battery (PHAB) pseudo-word reading test, and two reading comprehension measures: the Wechsler Individual Achievement Test (WIAT) and the York Assessment of Reading for Comprehension (YARC). Statistical analyses were conducted on the data and the results indicated that differential progress was made by the groups, after initial levels of decoding or vocabulary were covaried. The first research question investigated the differential progress made by the two groups, and over the course of the intervention, the EAL children made more progress after controlling for initial skills at entry. After controlling for initial vocabulary levels, the EAL group made more gains than their NS peers, as measured by the BAS single word reading assessment. The second research question examined differential predictors of reading comprehension, and multiple regression analyses showed that vocabulary was a stronger predictor for EAL learners, whereas decoding was found to be a stronger predictor for NS learners. The findings suggest that it is important to develop the vocabulary abilities of EAL learners, as the relationship between vocabulary knowledge and reading comprehension acquisition was found to be stronger for this group than for the NS group. The findings also suggest that NS children’s decoding abilities must be supported, as the relationship between single word reading and the acquisition of reading comprehension was found to be stronger for this group than for the EAL group.
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Iwasaki, Noriko. "Analysis of English articles used by Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4173.
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English articles are perhaps the most difficult grammatical items for Japanese students to master. However, because these are among the most frequently occurring grammatical items in English, Japanese students must concern themselves with them.
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Hoffner, Elizabeth Ann. "A study of the perceptual learning style preferences of Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4269.
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This study was based on a study by Joy Reid (1987) on the perceptual learning style preferences of English as a Second Language (ESL) students. The purpose of this study was to identify the perceptual learning style preferences of three groups of students: Japanese students studying in the US, Japanese students studying in Japan, and American students studying in the US. The perceptual styles studied were visual, auditory, kinesthetic, and tactile, with the additional styles of group and individual learning also being studied. The learning style preferences were identified so as to determine the relationship between style and the variables of native language, length of stay in the US, and major field of study.
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Keim, Deborah Georgette. "An investigation of English spelling problems of Arabic-speaking students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4172.
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In this two-part study, English spelling errors of Arabic speaking students are investigated. Specifically, an empirical study is done to document and investigate exactly what kinds of English spelling errors Arabic-speaking students actually make. Then these data are analyzed. and spelling error patterns are discovered. Next. a study is done to determine if the presence of spelling errors in written work has a significant negative effect on readers' evaluations of this writing.
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Stegu, Martin, Dennis R. Preston, Antje Wilton, and Claudia Finkbeiner. "Panel discussion: language awareness vs. folk linguistics vs. applied linguistics." Taylor & Francis, 2018. http://dx.doi.org/10.1080/09658416.2018.1434921.
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Silvestre, Viviane Pires Viana. "Práticas problematizadoras e de(s)coloniais na formação de professores/as de línguas: teorizações construídas em uma experiência com o Pibid." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/8834.
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Previous issue date: 2016-12-07<br>In this study, I focus on a teacher education experience lived through a Pibid/Letras/English subproject carried out from August 2012 to February 2014, in partnership with a full-time public school located within the state of Goiás. The main objective of this study is to investigate the potential for critical and collaborative language teacher education favored by the context of Pibid (Programa Institucional de Bolsa de Iniciação à Docência [Institutional Scholarship Program for Initiation to Teaching]). Therefore, this study is guided by the broad scope of Critical Applied Linguistics, with emphasis on postmodern assumptions, combined with decolonial studies. Besides, this is a qualitative research-based inquiry, and it is also characterized as a critical and collaborative education-research for its hybrid peculiarity of research and teacher education taking place simultaneously. In addition to the first chapter focused on methodological aspects, the paper is organized into three other chapters composed of theories stemming both from the literature of the area and the empirical material of the study, focusing on: critical issues, collaboration, and Pibid, respectively. Thus, in the second chapter, I focus on the problematizing practices experienced in this research, sharing concerns about some of the contemporary demands of language teacher education and discussing the teachers’ meaning making of critical teacher education, regarding the following features: self-reflexivity, critical perception, theoretical studies on critical perspectives of language education, problematizing language, and identity engagement. In the third chapter, I emphasize the collaborative practices experienced in this study, under a decolonial perspective, highlighting three central aspects: spaces of speech, flattened hierarchy and teacher agency. In the fourth chapter, I discuss the teachers’ perceptions of Pibid, underlining the initiation and motivation to teaching, research engagement, developments in basic education, and shifts in school-university relationship; I also problematize the role of Pibid towards the challenges of the teaching profession nowadays, especially within the local context of this study. In these discussions, I emphasize both the expanded perspectives and the tensions experienced throughout the process. At the same time, I consider the reinventions of critical and collaborative perspectives of language teacher education and the expansions in the understanding of Pibid that were (not) made possible through this local practice.<br>Neste estudo, focalizo uma experiência de formação docente vivenciada por meio de um subprojeto Pibid/Letras/Inglês, desenvolvido no período de agosto de 2012 a fevereiro de 2014, em parceria com uma escola pública de tempo integral, situada no interior do estado de Goiás. O objetivo principal deste trabalho é investigar o potencial de formação crítica e colaborativa de professores/as de línguas possibilitada pelo contexto do Pibid (Programa Institucional de Bolsa de Iniciação à Docência). Para tanto, este estudo está orientado pelo amplo escopo da Linguística Aplicada Crítica, com ênfase em pressupostos pós-modernos, articulando-o com estudos de(s)coloniais. Em uma perspectiva ampliada, esta investigação encontra aporte metodológico na abordagem qualitativa de pesquisa e, de modo particular por sua peculiaridade híbrida de investigação e formação docente ocorrendo simultaneamente – é caracterizado como sendo uma pesquisa-formação de viés colaborativo e crítico. Além do capítulo primeiro com foco em aspectos metodológicos, a tese está organizada em três outros capítulos compostos por teorizações advindas tanto da literatura da área como do material empírico do estudo, com foco em crítica, colaboração e Pibid, respectivamente. Assim, no capítulo segundo, focalizo as práticas problematizadoras vivenciadas nesta pesquisa-formação, compartilhando inquietações a respeito de algumas demandas da formação de professores/as de línguas na contemporaneidade e discutindo possíveis sentidos construídos pelo grupo de professores/as acerca da formação crítica docente, com ênfase nos seguintes aspectos: autoquestionamento, percepção crítica, estudos teóricos sobre perspectivas críticas de educação linguística, problematizações sobre língua e engajamento identitário. No terceiro capítulo, enfoco as práticas colaborativas vivenciadas neste estudo, sob uma ótica de(s)colonial, destacando três aspectos que se mostraram fulcrais: espaços de fala, hierarquia horizontal e agência docente. No quarto capítulo, discuto os sentidos construídos pelo grupo docente acerca do Pibid – com destaque para a iniciação e o incentivo à docência, o engajamento com pesquisas, os desdobramentos na educação básica e os deslocamentos na relação escola-universidade – e, por fim, problematizo o papel do Pibid frente aos desafios da profissão docente na atualidade, em especial no cenário local deste estudo. Nessas discussões, ressalto tanto as perspectivas expandidas como as tensões vividas em todo o processo, indicando as reinvenções de perspectivas críticas e colaborativas no contexto local de formação de professores/as de línguas no âmbito do Pibid e ampliando a compreensão sobre o programa por meio dessa experiência localizada.