Dissertationen zum Thema „English language Study and teaching (Primary) Thailand“
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Kulsiri, Supanit, und n/a. „A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System“. University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.
Der volle Inhalt der QuelleChan, Wai Tsz Ethel. „A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation“. HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.
Der volle Inhalt der QuelleNoytim, Usa. „The impact of the Internet on English language teaching: a case study at a Thai Rajabhat University“. University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/384.
Der volle Inhalt der QuelleChan, Pik-shan Esther, und 陳碧珊. „Assessing the suitability of English language teaching materials at primary level: a comparative evaluation oftextbooks for the Hong Kong (1981) primary English syllabus“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128213.
Der volle Inhalt der QuelleKennedy, Elizabeth Anne. „The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyads“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28082.
Der volle Inhalt der QuelleEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Lo, Pik-yee, und 盧碧儀. „Formative assessment in English language education in local primary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37365654.
Der volle Inhalt der QuelleLi, Sau-fun Ocean, und 李秀芬. „The implementation of ICT in teaching English in a primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.
Der volle Inhalt der QuelleDo, Juhyun. „EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.
Der volle Inhalt der QuelleWoo, Matsuko. „Collaborative writing with Wikis in upper primary English language classrooms“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50179263.
Der volle Inhalt der Quellepublished_or_final_version
Education
Doctoral
Doctor of Education
Saiwaroon, Chumpavan Lorber Michael A. „A comparative study of two English as a foreign language (EFL) programs non-content-based and content-based at the university level in Thailand /“. Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006616.
Der volle Inhalt der QuelleTitle from title page screen, viewed April 18, 2006. Dissertation Committee: Michael A. Lorber (chair), Patricia H. Klass, Margaret T. Kang, Debbie Mounts. Includes bibliographical references (leaves 112-117) and abstract. Also available in print.
王佩雯 und Pui-man Jennie Wong. „Learning English as a second language: the strategies of primary six students in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958321.
Der volle Inhalt der QuelleSu, Tzu-Chen. „Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.
Der volle Inhalt der QuelleLiang, Xiaohua, und 梁小华. „Investigating how activities mediate student peer talk in an English immersion context in the mainland of China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.
Der volle Inhalt der QuelleTsung, Lai Fun Maggie. „Teaching writing in a primary school using the process approach : a case study“. HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/357.
Der volle Inhalt der QuelleTsai, Tzu-Ru. „Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.
Der volle Inhalt der QuelleHo, Chun-yue. „A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the use of theme-based readers“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43240884.
Der volle Inhalt der QuelleNomlomo, Vuyokazi Sylvia. „Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape“. Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5834_1257246912.
Der volle Inhalt der QuelleThis thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.
Wong, Ka-yuen. „Innovative teaching practice to address the needs of students from Mainland China a case study of primary one /“. Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040367.
Der volle Inhalt der QuelleWan, Shuk Wun Beatrice. „Analysis of speaking tasks in a Hong Kong primary school textbook“. HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/567.
Der volle Inhalt der QuelleChow, Mayling. „The acquisition of a written language by E.S.L. children during the kindergarten and grade one years“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29497.
Der volle Inhalt der QuelleEducation, Faculty of
Graduate
Zhang, Yuefeng Ellen, und 章月鳳. „The implementation of the task-based approach in primary school English language teaching in Mainland China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35327571.
Der volle Inhalt der QuelleMungthaisong, Sornchai. „Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /“. Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.
Der volle Inhalt der QuelleLam, Hoi-ting, und 林凱婷. „An investigation into the effectiveness of the "English corner" in a CMI primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367345.
Der volle Inhalt der Quellepublished_or_final_version
Education
Master
Master of Education
Wolfaardt, Francois. „Hong Kong primary school children's second language acquisition: the impact of Filipina domestic workers“. HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/148.
Der volle Inhalt der QuelleGreen, Christopher Frank. „An evaluation of a language enrichment component of an INSET course for primary school teachers of English“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626524.
Der volle Inhalt der QuelleChan, Sui-ping, und 陳瑞冰. „Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015363.
Der volle Inhalt der QuelleHishmeh, Amber Lee. „Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.
Der volle Inhalt der QuelleNagy, Krisztina. „English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use“. Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.
Der volle Inhalt der QuelleLi, Kit Shan Dorothy. „Introducing cooperative learning in the Hong Kong primary English classroom“. HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/383.
Der volle Inhalt der QuellePun, Fung Lin. „Measuring second language writing development of primary students in Hong Kong“. HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/948.
Der volle Inhalt der QuelleLam, Choi-ling, und 林賽玲. „An evaluation of a school based English Language Curriculum initiativeon the teaching of songs: a primary schoolcase study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391328.
Der volle Inhalt der QuelleRingsby, Jonna. „Pedagogical translanguaging in lower primary school : A study of how language resources can be used in English teaching“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36423.
Der volle Inhalt der QuelleÓ, Cathalláin Seán. „Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English“. Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.
Der volle Inhalt der QuelleWallin, Carol. „Development of writing for Spanish dominant limited English students in various models of primary education“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/631.
Der volle Inhalt der QuelleYoung, Ka-yi Deon, und 楊嘉怡. „Anxiety and language learning: voices from primary six students in a primary school in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38762870.
Der volle Inhalt der QuelleVan, Heerden Michelle. „Testing the waters: exploring genres in two English classes at a multilingual Cape Flats primary school“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2137_1243240686.
Der volle Inhalt der QuelleThe purpose of this study is to gain an understanding of current writing practices in the intermediate phase at a multilingual primary school on the Cape Flats and then to explore the possible benefits of a genre-based approach in this context. The study focused on the development of learners' writing skills in two Grade Six English classes. The aims of this study are to understand the writing curriculum plan and as practiced by two teachers with different levels of exposure to current approaches to the teaching of writing and different class profiles.
Schulz, Steven John. „Using music to create effective curriculum for English language development“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.
Der volle Inhalt der QuelleLo, Kit-hang Julia, und 勞潔珩. „Incorporating sociocultural identity in the primary five English writing curriculum in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963675.
Der volle Inhalt der QuelleJulius, Lukas Homateni. „Teaching writing to Grade 5 English language learners in two Grahamstown East schools, South Africa : a case study“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011989.
Der volle Inhalt der QuelleCoyle, Catherine A. „An investigation of the fluency paradigm : the effects of accuracy training before rate-building and incremental increases in response rates on skill retention, endurance, stability, application and adduction /“. Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070515.142051.
Der volle Inhalt der QuelleMathayomchan, Somsuda. „Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849681/.
Der volle Inhalt der QuelleMcCully, Joy M. „Daily journal writing by bilingual Hmong children in a first grade class“. Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2287.
Der volle Inhalt der Quelle何臻愉 und Chun-yue Ho. „A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the useof theme-based readers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43240884.
Der volle Inhalt der QuelleMok, Yee Man Christabell. „What is revealed through errors? : a study of Hong Kong primary ESL learners“. HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/571.
Der volle Inhalt der QuelleBeer, Jeffrey Thomas. „Acquisition of subject-verb agreement in pre-pubertal Cantonese students in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175257.
Der volle Inhalt der Quellepublished_or_final_version
Education
Master
Master of Education
Lin, Ke Ying Coco. „Exploring the relationship between metacognitive awareness and Macau young learners' English listening performance“. Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954305.
Der volle Inhalt der Quelle朱嘉璧 und Ka-bik Cindy Chu. „The effects of improving phonological awareness and spelling ability through contrastive phonology: a study of aHong Kong primary classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262086.
Der volle Inhalt der QuelleTsapikidou, Danae. „The effects of isolated and integrated form-focused instruction in the English-as-a-foreign language primary classroom : a quasi-experimental study“. Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/283927.
Der volle Inhalt der QuelleLau, Yu-yee, und 劉宇儀. „The primary NET scheme: its successcriteria“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30250663.
Der volle Inhalt der QuelleSouter, Colin W. „Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education“. Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.
Der volle Inhalt der QuelleThere is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.