Dissertationen: „English“

1

Toyota, Junichi. „Diachronic change in the English passive /“. Basingstoke : Palgrave Macmillan, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230553453.

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2

Akindele, D. O. „Speaker's rights in English-English and Yoruba-English family discourse“. Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377443.

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3

Jarmeby, Kennerknecht Karin. „English in Malaysia : Attitudes towards Malaysian English and Standard English“. Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70944.

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In Malaysia what was at first Standard English has over time changed and a variety called Malaysian English has arisen. This variety of English is full of colloquial expressions and the grammar also differs slightly from that of Standard English. This paper surveys Malaysian speakers’ attitudes towards Malaysian English and Standard English. A questionnaire was used to collect the data. The results show that the informants consider Malaysian English useful for informal and everyday communication whereas Standard English is more useful for international communication as well as more formal purposes. A good command of Standard English is still regarded as important. It became evident that while the informers were aware of Malaysian English and its linguistic characteristics, identifying them in written sentences was not easy. The informants’ attitudes towards Malaysian English and Standard English showed that one variety does not have to exclude the existence of the other.
Vad som först var standardengelska har i Malaysia över tid ändrats och en ny variant kallad malaysisk engelska har växt fram. Denna variant av engelska är full av lokala uttryck och grammatiken skiljer sig delvis från standardengelskans. Denna studie undersöker talares attityder till malaysisk engelska och standardengelska med hjälp av en enkät. Resultaten visar att malaysisk engelska är användbar för informell och vardaglig kommunikation medan standardengelska är mer användbar för internationell samt mer formell kommunikation. Att behärska standardengelska anses fortfarande vara viktigt. Det blev tydligt att även om informanterna var medvetna om malaysisk engelskas lingvistiska särdrag så var det inte helt enkelt att identifiera dem i skrivna meningar. Informanternas attityder till malaysisk engelska och standardengelska visade att en variant inte nödvändigtvis utesluter den andra.

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4

Kreyer, Rolf. „Inversion in modern written English syntactic complexity, information status and the creative writer“. Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.

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5

Islam, S. M. Arifull. „English Vowels: A World English Perspective“. Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1241.

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In spite of having a fixed standard of pronunciation, English is being used in various ways in parts of the world, particularly in its way of utterance. English vowel is playing one of the significant roles in making different varieties of English language. This essay tries to see into detail how some phonetic features (formant movement, frequency, pitch) of English vowels vary in relation to Bengali, Catalan, Italian, Spanish and Swedish speakers. It has been found that all these speakers vary a lot from each other in the utterance of English vowels.

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6

Tan, Shen Wen. „English for Occupational Purposes: Elastomer English“. Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463096101.

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7

Sinar, Rebecca. „A history of English reflexives : from Old English into Early Modern English“. Thesis, University of York, 2006. http://etheses.whiterose.ac.uk/11018/.

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8

Abdul, Rahman Ramakrishna Rita. „New varieties of English in postcolonial literatures: Malaysian English in Malaysian literature in English“. Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/553.

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This study investigates language choice in Malaysian literature written in English in three different phases of Malaysian sociopolitical development: the Immediate Post Independence Era (1957–1980), the Mahathir Era (1981–2002) and the Current Era (2003–2006).The study is organised around three major objectives. The first examines the development and the use of Malaysian English (MalE) by Malaysian writers; the second examines the extent to which the use of MalE relates to the sociocultural development in Malaysia; and the third explores the significance of shifts in writing style involving the use of localised English. The study identifies, categorises, and analyses instances of MalE in Malaysian literature in English in terms of these three overarching objectives.The outcomes of this study suggest that the use of a nativised endonormative variety of English in Malaysian postcolonial writings is becoming more prevalent, and that such a harnessing of linguistic resources by Malaysian writers has important ramifications in terms of the construction and maintenance of a shared Malaysian national identity.

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9

Lange, Claudia. „Reflexivity and intensification in Irish English and other new Englishes“. Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2010/4103/.

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Content: 1. Celtic Syntax in English and the European Sprachbund 2. Unpredictable Self-forms across Varieties of English 2.2. The Development of himself 2.3. Itself in Irish and Indian English 3. Concluding Remarks

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10

Li, Ji. „Journal abstracts in China English“. Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/15329.

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Building upon the macro analysis of the rhetorical structure of the text, Systemic Functional linguistics (SFL), in which Thematic structure and Transitivity processes and other grammatical features are examined, will be utilised to investigate how language is organized to make meaning in journal abstracts in the current study. The purpose of this study is to investigate patterns of similarities and differences between journal abstracts written for a local Chinese readership and international readership by investigating the linguistic features embedded in the abstract part of research articles (RA). The analytical approach facilitated by Santos’s (1996) five move analysis model and the informing SFL linguistic theory is intended to explore the gene structure and features of Chinese English RA abstracts in comparison to the international academics in the World Englishes (WE) context.

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11

Kimmes, Anne. „Exploring the lexical organization of English : semantic fields and their collocational ranges /“. Trier : WVT Wissenschaftlicher Verlag Trier, 2009. http://www.wvttrier.de.

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Zugl.: Heidelberg, Univ., Diss., 2008 (leicht abgeänd.).
Originaltitel: Translation-based empirical analysis in semantic domains, Titel der Diss. Originaltitel: Translation-based empirical analysis in semantic domains.

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12

Beauprez, Nathalie. „Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students“. Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.

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The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

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13

Martin, Darryl Peter. „English Virginal“. Thesis, University of Edinburgh, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489877.

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14

Швачко, Світлана Олексіївна, Светлана Алексеевна Швачко, Svitlana Oleksiivna Shvachko und T. Vasyura. „English varieties“. Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/22927.

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15

Shesternya, O. „English articles“. Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/20126.

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16

Wendt, Mikael. „Extramural English“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33821.

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In light of the staggering technological development we have witnessed over the last decade when it comes to connectivity and access to the internet, compounded by the new entertainment trends online, this study intends to examine students’ consumption of English in their spare time, and their view of the benefit it brings them in their language development. Through a quantitative survey the study tries to pinpoint how much English students at a secondary school in southern Sweden consider they consume in their spare time. Furthermore, to what degree do students believe their English spare time activities have helped them in school, and in their own English development. The results showed a broad consumption of English in the spare time, and a high opinion among students regarding the help their spare time English provide them in school. However, the reversed, that school helped them in the spare time, had a much lower appreciation. The study also looked at specific spare time activities, like playing games, to see if a pattern of more fruitful activities for English development could exist, which the results and previous research seem to indicate toward. Finally, a better understanding of this subject could inspire teachers views of spare time activities, and how to tie students interests and previous experiences in to the language classroom.

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17

Elenbaas, Marion. „The synchronic and diachronic syntax of the English verb-particle combination /“. Utrecht : LOT, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015659575&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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18

Shibata, Ayako. „English in Japan : conceptualisations of English and English education in Japanese education and social contexts“. Thesis, Goldsmiths College (University of London), 2009. http://eprints.gold.ac.uk/6661/.

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19

Samuelsson, Josefine. „Fritidsengelskan och skolan : Extramural English and English in school“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37264.

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20

Na-Thalang, Sanooch. „Thai learners of English and the English number system“. Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.

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21

Jayadeva, Sazana. „Overcoming the English handicap : seeking English in Bangalore, India“. Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708998.

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22

Melendy, Galon Anthony. „Professional English communication training for English for specific purposes“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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23

Shrestha, Dipak. „Nepali English and news discourse: a linguistic and sociolinguistic study of Australian and Nepail news texts in English“. Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2250.

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This thesis describes and analyses distinctive characteristics of the emerging variety of English, that is, Nepali English. It draws on news texts written in Nepali English and compares them with similar news texts appearing in Australian newspapers. On the basis of the analysis, a preliminary taxonomy of markers of Nepali English is established.The research draws theoretical insights from sociolinguistics, contrastive rhetoric/contrastive discourse analysis and the analysis of news as discourse. Findings and the analysis of the findings are presented by using analytical models developed and widely used in the study of non-native varieties of English. Analysis and discussion of the findings suggest that systematic and regular features of Nepali English have developed, and these formal features have specific functions in the context in which they are used.

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24

Johansson, Caroline. „Received Pronunciation, Estuary English and Cockney English: A Phonologic and Sociolinguistic Comparison of Three British English Accents“. Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31481.

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25

Dongilli, Sophia J. „Separable English phrasal verbs: a comparison of L1 English speakers and L1 Spanish speakers of L2 English“. Kansas State University, 2015. http://hdl.handle.net/2097/19120.

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Master of Arts
Department of Modern Languages
Earl K. Brown
How to teach phrasal verbs to L2 learners of English has been the subject of debate in Teaching English as a Foreign Language (TEFL) courses and materials alike. These multi-part verbs, consisting of a verb and one or more particles, convey a new lexical meaning different from their individual parts. Further complicating this is the fact that some transitive phrasal verbs can be separated from their particles to varying degrees by a direct object. Though variables affecting verb-particle separation lie below the level of consciousness for most native speakers, they make the acquisition of particle placement difficult for L2 English language learners. Additionally, the presentation of these verbs in EFL textbooks and university English language programs (ELPs) is inadequate. TEFL textbooks tend to place emphasis on the lexical acquisition of phrasal verbs, ignoring separable versus non-separable distinctions. However, native English speakers separate phrasal verbs from their particles about 66.5% of the time in spoken conversation. In order to determine whether traditional textbook problems associated with phrasal verb presentation persist, I analyzed eleven TEFL textbooks used in Kansas State University’s ELP. I also administered a grammaticality judgment survey in order to find out whether L1 Spanish speakers of L2 English view separation of transitive phrasal verbs and their particles to be grammatical. L1 Spanish Speakers of L2 English are disadvantaged by the fact that their native language is verb-framed, meaning that it does not make use of particles in the same way that English does. It is for this reason that native Spanish-speakers of L2 English constitute the experimental group in this study. The results of the TEFL textbook analysis reveal that none of the eleven textbooks analyzed could stand alone in the classroom to effectively teach phrasal verbs. The results of the grammaticality judgment survey show that L1 Spanish speakers of L2 English differ at a statistically significant level from L1 American English speakers in their acceptability of phrasal verb-particle separation. These findings have pedagogical implications for TEFL instructors, textbook writers, and English language programs, and demonstrate the need for more extensive and authentic phrasal verb instruction.

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Norgren-Bergström, Tobias. „English Grammar Instruction in English 5 Three Swedish upper-secondary school English Teachers’ Perspectives on Grammar Instruction“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67737.

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This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.

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Koylu, Yilmaz. „Acquisition Of English Reflexives By Turkish L2 Learners Of English“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611909/index.pdf.

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This M.A. thesis investigates the L2 acquisition of binding properties of English reflexives by Turkish L2 learners to address the issue of UG availability in L2 grammar. 140 Turkish L2 learners of English (67 elementary, 73 upper) participated in this study. They were all students at the Department of Basic English, Middle East Technical University. In addition, in the control group, there were 8 native speakers of English. A grammaticality judgment task and a story-based truth-value judgment task were used to examine whether the L2 grammars of the Turkish learners of English are governed by the principles and parameters of UG in the context of reflexive binding. According to the Full Transfer Full Access Model (FTFA), L2 learners have direct access to innate principles and parameters of Universal Grammar (UG) from the initial state to the end-state in the process of L2 acquisition. In line with FTFA, the results of the two tests suggest that the L2 learners&rsquo
grammar is UG-constrained even though they do not fully converge on native English norms with respect to reflexive binding.

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28

Byers, Emily. „Reduced vowel production in American English among Spanish-English bilinguals“. FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/800.

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Prominent views in second language acquisition suggest that the age of L2 learning is inversely correlated with native-like pronunciation (Scovel, 1988; Birdsong, 1999). The relationship has been defined in terms of the Critical Period Hypothesis, whereby various aspects of neural cognition simultaneously occur near the onset of puberty, thus inhibiting L2 phonological acquisition. The current study tests this claim of a chronological decline in pronunciation aptitude through the examination of a key trait of American English – reduced vowels, or “schwas.” Groups of monolingual, early bilingual, and late bilingual participants were directly compared across a variety of environments phonologically conditioned for vowel reduction. Results indicate that late bilinguals have greater degrees of difficulty in producing schwas, as expected. Results further suggest that the degree of differentiation between schwa is larger than previously identified and that these subtle differences may likely be a contributive factor to the perception of a foreign accent in bilingual speakers.

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Iida, Eri. „Hedges in Japanese English and American English medical research articles“. Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.

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The present study analysed the use of hedges in English medical research articles written by Japanese and American researchers. The study also examined the relationship between Japanese medical professionals' employment of hedges and their writing process. Sixteen English medical articles: eight written by Japanese and eight by Americans were examined. Four of the Japanese authors discussed their writing process through questionnaires and telephone interviews.
The overall ratio of hedges in articles written by the two groups differed only slightly; however, analyses revealed a number of specific differences in the use of hedges between the groups. For example, Japanese researchers used epistemic adverbs and adjectives less frequently than the American researchers. The results were discussed in relation to the problems of nonnative speakers' grammatical competence, cultural differences in rhetorical features, and the amount of experience in the use of medical English.

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30

Scott, Walter Geoffrey. „The English Benedictine Congregation and the English mission 1685-1794“. Thesis, King's College London (University of London), 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573913.

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31

Sokolova, I. V. „English for Specific Purposes: English for Economic Cybernetics Course Design“. Thesis, Publishing House Education and Science s.r.o.(Praha), 2005. http://essuir.sumdu.edu.ua/handle/123456789/62086.

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Матеріал містить вимоги щодо курсу з англійської мови для студентів Екномічної кібернетики"б завдання курсу та систему вправ. Крім того, в статті надаються результати аналізу потреб студентів.
The article presents the requirements of English coures for Economic Cybernetics, the tasks of the course and the system of assignments. It also contains the results of students' needs analysis.

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Battistelli, Paula Webb. „English for the masses English instruction at nontraditional educational institutions /“. Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/p_battistelli_042509.pdf.

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33

Rosenberger, Lukas. „The Swiss English hypothesis the linguistics of English in Switzerland /“. Tübingen Francke, 2006. http://d-nb.info/994607776/04.

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Toivanen, Juhani H. „Perspectives on intonation English, Finnish, and English spoken by Finns /“. Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.

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35

Green, William Charles. „After the New English: Cultural politics and English curriculum change“. Thesis, Green, William Charles (1991) After the New English: Cultural politics and English curriculum change. PhD thesis, Murdoch University, 1991. https://researchrepository.murdoch.edu.au/id/eprint/51513/.

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The focus of this study is on what is called the New English, a specific line of development in English teaching since the watershed period of the 1960s. Recently characterized as the 'ascendant paradigm' in language education in the North American context, in Australia and the United Kingdom it has until very recently been acknowledged as the dominant-hegemonic tradition in English teaching, arguably reaching its apotheosis in the late 1970s and early to mid 1980s. Since the mid 1970s, however, there has been extensive debate regarding literacy pedagogy and the English subjects, and allegedly a 'crisis' in English teaching more generally. This is something which has been driven and contextualized by the cultural and ideological offensives of the New Right, as a significant new force in educational politics. At the same time, there have been significant challenges issued to the Dartmouth tradition in English teaching— the New English, in short—, stemming from new initiatives in linguistic and literary theory, and new forms of cultural and political analysis in educational studies. That is, the politico-theoretical conditions of English curriculum change have undergone a marked transformation in recent times, and this has had specific and quite decisive implications for the discourse on English teaching which is at issue here. It is, however, the thesis of this study that the New English represents an important, if clearly limited, moment in the larger discourse on English teaching, as a central feature of the social apparatus of State-sponsored mass compulsory schooling. Moreover, current debates concerning the nature of English teaching indicate a major crisis in the organizing principles of curriculum and schooling, in accordance with both the collapse of longstanding ideological settlements and the emergence of what can be appropriately described as postmodern educational culture. For this reason, struggles over the definition of the subject-discipline and the politics and processes of English curriculum change are of particular interest for critical curriculum studies. It is contended, further, that the New English represents an exemplary instance of what must be recognized as a contradictory politics, involving both positive and progressive features on the one hand, and negative and increasingly reactionary features, on the other. Given this, the future of English teaching as a key strategy in the project of critical-democratic schooling is dependent on appropriate forms of deconstruction and critique, specifically with regard to the New English, and the assertion of English teaching as a significant form of cultural politics. The study accordingly examines aspects of the positioning of the New English within the wider field of educational and cultural politics, and documents some of the consequences and missed opportunities associated with the failure of the New English, a failure both to fully realize its own radical possibilities and to recognize the changing conditions underlying contemporary curriculum and schooling, in what is clearly an emergent cultural-ideological formation predicated on new principles of social integration and moral order. The study concludes with a brief assessment of new possibilities for English curriculum praxis in postmodern conditions, suggesting that the notions of rhetoric and cultural studies are important considerations in and for the reconstruction of English teaching as critical-postmodernist pedagogy.

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Nelson, Elaine Michelle. „Teachers' Perceptions on English Language Arts Proficiency of English Learners“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.

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Wawra, Daniela. „Männer und Frauen im Job-Interview eine evolutionspsychologische Studie zu ihrem Sprachgebrauch im Englischen /“. Münster : Lit, 2004. http://catalog.hathitrust.org/api/volumes/oclc/57476617.html.

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Eret, Esra. „Prospective English Teachers“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.

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ABSTRACT PROSPECTIVE ENGLISH TEACHERS&rsquo
VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.

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Koc, Serdar Engin. „English Language Teachers“. Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

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Kipacha, Ahmad. „Kingome-English lexicon“. Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91254.

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Gisborne, Nikolas Simon. „English perception verbs“. Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570311.

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Stanley, Denise. „English Gypsy singing“. Thesis, City University London, 1989. http://openaccess.city.ac.uk/7672/.

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This thesis presents a study of English Gypsy Singing in the broader context of contemporary English folksong research and previous English Gypsy song studies. It describes and illustrates Gypsy singers and their respective song performances in the five detail ed case studies of formal and informal contexts. It examines communal engagement in singing and observes that there are three different Singing roles: the Novice, the Participating singer and the Specialist which it considers in relationship to other roles activated during song performances. It gives an account of the way in which Gypsy singing is employed as an enabling device for social bonding, through song performances of the community's Participating and Specialist singers. It further observes that the social constructs which apply to Gypsy singing change according to gender and context. Finally, it considers the songs that Gypsies perform and emphasises that there is no such thing as Gypsy song, rather, it is the song performance, indeed, the whole activity of singing that is specific to Gypsies. English Gypsy singing provides the opportunity to observe community ritual in a vibrant context.

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Ahulu, Samuel Tetteh. „English in Ghana“. Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385315.

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Robertsson, Therese, und Karin Sahlén. „Time for English“. Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19267.

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BAKGRUND:Man tillägnar sig språk när man omges av det, genom att lyssna på och läsa det. Egenproduktion av språk, att tala och skriva, kommer efteråt. Det är viktigt att arbeta medelevernas ordförråd och med de typer av övningar som är språkutvecklande för eleverna.Läromedel kan användas i olika utsträckning och på olika sätt och det är viktigt att man somlärare gör ett medvetet val av aktiviteter i sin undervisning. Enligt styrdokumenten skaengelska vara ett kommunikativt ämne.SYFTE:Undersökningen syftar till att se hur pedagoger i år F-5 undervisar i engelska. Vi fokuserar påatt se vilka undervisningsmoment pedagogerna använder sig av och i vilken utsträckningläromedel används.METOD:Vi har genom en enkät undersökt hur ett antal pedagoger arbetar med engelskämnet.Redskapet valde vi för att kunna se hur vanliga olika aktiviteter är. Innan vi skickade ut denslutgiltiga enkäten testade vi frågorna i en pilotstudie. Pedagogerna i undersökningenrepresenterar både små och stora skolor belägna i storstadsmiljö och mindre stadsmiljö samtmindre samhällen. Enkäten skickades ut till pedagogerna via post eller e-mail efter kontaktmed rektorerna på flertalet skolor.RESULTAT:Vårt resultat visar att många olika moment är respresenterade i undervisningen men storafokus är att eleverna ska tala och skriva. Resultatet visar även att majoriteten av pedagogernaanvänder sig av läromedel då textbook, workbook (övningsbok) och glosor är vanligaaktiviteter i undervisningen. De flesta pedagoger tycker också att det är roligt att undervisa i engelska.
Uppsatsnivå: C

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Kipacha, Ahmad. „Kingome-English lexicon“. Swahili Forum 11; (2004), S. 179-209, 2004. https://ul.qucosa.de/id/qucosa%3A11514.

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Bondarchuk, Julia. „Differentiated teaching English“. Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15188.

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Johnson, David P. „English episcopal acta“. Oxford : Oxford university press : for the British Academy, 2003. http://catalogue.bnf.fr/ark:/12148/cb39235669d.

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Pinheiro, Neide Garcia. „The english patient“. Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102018.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2013-07-15T23:49:03Z (GMT). No. of bitstreams: 0
O objetivo deste estudo é analisar como o romance O Paciente Inglês (1992) de Michael Ondaatje retrata questões de identidade nacional e nacionalismo, bem como temas interrelacionados, tais como cartografia e fronteiras. Este estudo tem ainda por objetivo investigar de que maneira tais questões são apresentadas na adaptação homônima para o cinema, dirigida por Anthony Minghella, em 1996. A análise leva à conclusão de que além das referências diretas a nacionalismo e identidade nacional, o filme aborda esses conceitos através do uso de elementos cinematográficos, tais como som, mise-en-scene, cinematografia e edição.

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Baudy, Christian Marino. „Producing verbal play in English : a contrastive study of advanced German learners of English and English native speakers /“. Hamburg : Kovač, 2008. http://www.verlagdrkovac.de/978-3-8300-3820-7.htm.

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Wang, Ya-hui, und 王雅卉. „EFL Eighth Graders' Englisg Reading Motivation, English Reading Attitude, and English Reading Achievement“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82972405659316538368.

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碩士
國立彰化師範大學
兒童英語研究所
99
This study aimed to explore the eighth graders’ English reading motivation and English reading attitude in Taiwan and investigate the relationships between English reading motivation, English reading attitude, and English reading achievement. Gender differences in English reading achievement, English reading motivation, and English reading attitude were also examined. Hypothesizing that the constructs of English reading motivation and English reading attitude may be different from the constructs in L1 contexts, the present study attempted to reveal the constructs of English reading motivation and English reading attitude in an EFL context. The researcher further investigated the relationships between English reading motivation, English reading attitude, and English reading achievement. Participants in this study were 202 eighth graders, containing 89 males and 113 females, in Nantou County. All the participants completed an English reading motivation questionnaire and an English reading attitude questionnaire modified by the researcher of the study. The items of the questionnaires came from the following two sources: 1) a number of published questionnaires and 2) an expert’s suggestions. The English reading motivation questionnaire contained two parts, namely student background information and twelve cimponents of English reading motivation. The English reading attitude questionnaire included three sections, namely students background information, the three-component model of attitude, and attitude toward different reading materials. All the participants took the English reading comprehension test. The data were processed using statistical package SPSS19.0 for Windows version. Item analysis and reliability analysis were carried out to validate the underlying variables of English reading motivation questionnaire and English reading attitude questionnaire, which were conducted in the main study, and to delete items that were not reliable and valid. Cronbach’s α and construct reliability were calculated to confirm the reliabilities of the two instruments. The collected data were analyzed using exploratory factor analysis (EFA), descriptive stastics, t-tests, correlation analysis, and multiple regressions. Twelve factors were extracted from English reading motivation: reading efficacy,reading challenge, reading curiosity, reading involvement, importance of reading in English, reading for grades, reading compliance, reading avoidance, reading for recognition, social purposes of reading English, competition, and integrative orientation. With regard to English reading motivation, the gender difference only was found in the dimension of competition. English reading attitude involved affective, behavioral, and cognitive components. Moreover, attitude toward recreational and academic reading also can be included in the questionnaire to reveal the participants’ English reading attitude. For attitude toward reading English, the gender difference was found in the affective component. Attitudinal components have no significant relationship with the English reading achievement. Except for reading efficacy, the relationship between other components of English reading motivation and English reading achievement were found. Futhermore, results revealed no attitudinal components could significant predict English reading achievement and competition is the greatest predictor of English reading achievement.

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