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1
West, Joyce Phillis. „Student teacher ethnocentrism: attitudes and beliefs about language“. Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.
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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what their attitudes and beliefs about language-in-education issues were since such outlooks could potentially affect their classroom practices. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and to reject others’, draws on the premises of the social identity theory owing to the focus on in-group-out-group distinctions, racism and stereotyping.
Using an online questionnaire to generate primarily quantitative data, this embedded mixed-methods study investigated 1 164 student teachers’ reasons for choosing to study at a mono-ethnic higher education institution. Their degree of ethnocentrism as well as their attitudes and beliefs about languages used for social and educational purposes were measured by the standardised Generalised Ethnocentrism and Language Attitudes of Teachers Scale. Key findings from the qualitative data indicated that student teachers chose to study at a particular institution because of a shared mono-ethnic social identity, which strongly relates to a common language (Afrikaans), culture (Afrikaner), religion (Christianity) and possible race (Caucasian). The quantitative data showed a statistically significant relationship between the student teachers’ degree of ethnocentrism and their attitudes and beliefs about language-in-education issues. Overall, in line with the social identity theory, findings pointed to the formation of social identities based on shared ethnic characteristics, such as language, culture, religion and race. The study provides a more comprehensive understanding of how ethnocentrism, social identities and particular perspectives of language-in-education issues exist on a continuum. Unchecked, such attitudes and beliefs may have far-reaching consequences for multilingual classroom practices, especially where English as the medium of instruction is the mother tongue of neither the learners nor the teacher.Afrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
2
Juveland, Sara Racheal. „Foreign Language Students' Beliefs about Homestays“. PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.
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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.
3
Mansory, Mazin. „EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute“. Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.
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State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both continuous and summative assessment practices, but also teachers’ understandings of and attitudes towards assessment and their roles in it. Findings will also include how teachers perceive this role in this interpretive study, where the data were collected using open-ended interviews with twenty male and female expatriate and Saudi EFL teachers who work in the ELI of a specific Saudi university. The data were analysed on the basis of participants’ views and explanations about their roles in both continuous and summative assessment in the institution. The findings revealed that teachers had no role in summative assessment unless they were members of the Assessment Committee and that most teachers wanted to have a voice and be more involved. While teachers had a limited role in continuous assessment in the classroom, they felt the need for more involvement in the choice of materials/topics employed as well as more freedom regarding the way it is administered. The study also revealed that the ELI was not well receptive of criticism from teachers, which made teachers sometimes reluctant to being more involved in assessment or voicing their views in fear of being labelled negatively. Finally, some contributions to knowledge, implications for the context and recommendations are provided as well as some suggestions for improving teachers’ roles in assessment for future consideration.
4
Weekly, Robert. „Multilingual South Asian English language teachers' attitudes to English language varieties and the impact on their teaching beliefs“. Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/398692/.
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Recent changes at a global level in terms of migration patterns and telecommunications have destabilised many pre-established concepts. The notion of diaspora has given way to trans-localism and communities can no longer be conceived of as discreet homogenous units. Other language related concepts such as multilingualism, code-mixing, speech communities and language itself have been scrutinised and undermined by research in translanguaging, superdiversity, English as a Lingua Franca, World Englishes and language ideologies. In Britain new migrants from a myriad of different locations co-exist with older migrants and the local white British population in what has been termed as superdiversity. This study focuses on older migrants who interact with newer migrants within the classroom, in a teacher-student relationship, and also to a degree outside the classroom. It reports on the attitudes of multilingual English language teachers to varieties of English and how this influences their teaching practices. I interviewed and conducted focus group discussions with first and second generation migrants between January 2012 and February 2013. The participants are representative of two conflicting ideologies. On the one hand the participants have varying degrees of experience with indigenised non-native varieties of English through travel, from learning English in a context outside Britain, and through family and friendship networks. On the other hand they also have the responsibility to teach British Standard English to students who may already be speaking a fluent stable variety of English. The aim of the study was to understand how the participants reconciled conflicting attitudes about language and the extent to which this impacted on their teaching practices. The main findings of the study are that while many of the teachers are aware of and open to different variation in spoken English, this predominantly related to pronunciation. However there were clear differences between first and second generation migrants which appear to be related to the participant’s experience of different societal ideologies. This translated into different attitudes about correct language and their beliefs about their teaching practices. While first generation migrants’ attitudes showed evidence of being influenced by dual ideologies, second generation migrants’ attitudes more closely reflected societal ideologies in the UK.
5
DeLorenzo, Leah. „Parental Beliefs and Attitudes on Enrollment in a Dual Language Program at an Elementary School“. Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5927.
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In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home from their student's DLE. The study data included biographical information, statements depicting the reasons for enrollment rated by a Likert scale, and an area for comments. Overall, the study found that survey participants rated their child's comfort communicating with Spanish speakers (4.75 out of 5) to be the most important reason for enrollment. A difference was found in responses depending on the ethnic/language group of surveyed participants. Primarily, Spanish speakers responded more positively to the statements regarding bilingual education than any other ethnic/language group. All parents conclusively believe the dual immersion program has been a success for their children.M.A.
Masters
Modern Languages
Arts and Humanities
Teaching English to Speakers of Other Languages
6
Abu-Talag, Salem Etaher Mustafa. „Libyan secondary school EFL teachers and communicative language teaching : attitudes, beliefs and constraints in implementation“. Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11429/.
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The communicative approach to language teaching is based on the theory of language as communication. According to Hymes (1972), language teaching is interpreted by learners as learning through communicative competence. Researchers, particularly in EFL secondary teachers’ classroom practices, have emphasized teachers’ concentration on using grammar translation (GTM) and audio-lingual (ALM) methods. However, most studies did not investigate teachers’ beliefs (as situated in their cultural context) and their classroom practice. Therefore, taking Libya as an example, the aim of this study is to find out whether EFL secondary teachers implement the CLT approach in their classrooms. A data collection triangulation method was utilized involving different research tools. Firstly, an evaluation of a questionnaire distributed to 24 participating Libyan teachers was carried out. Secondly, classroom observations of the same teachers were conducted, applying the communicative orientation of language teaching observation scheme (COLT). Here, the four categories derived from the literature on CLT are employed to determine whether the teaching methodology is communicative. Finally, the same teachers were interviewed to investigate their beliefs and attitudes concerning the CLT approach and its practicality. The results of the qualitative and quantitative data analyses indicated that teachers do not implement the CLT approach. This is due to several factors: low teacher language proficiency; over-reliance on textbooks; class size; time limitations; and lack of adequate training in classroom implementation. An analysis of challenges teachers encounter in implementing CLT and recommendations arising from the study constitute the final chapter of this research.
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Melchien, Bianca. „‘Neutral, native-like or authentic’ : Investigating attitudes and beliefs of expanding circle speakers of English“. Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131390.
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The status of English as the language of international communication is by now well-established. However, in the past 16 years, research has tried to emphasize the fact that the English spoken in international contact situations and between people with other first languages than English has different needs than the English spoken locally amongst native speakers, resulting in the emergence of English as a lingua franca (ELF) as a scholarly field. However, the impact of findings in ELF has so far only led to a moderate shift in English language teaching. Especially in expanding circle countries, where ELF should have the biggest impact, change is only gradually becoming palpable. Accent and pronunciation, as one of the biggest factors on both identity and mutual intelligibility (Jenkins 2000; 2007) are at the root of discussion. The scope of this study is therefore to examine accent choices and the extent to which native speaker ideology informs the preferences of ten speakers of ELF and 27 German natives with experience in international communication. Both ethnographical and sociolinguistic methods, as well as auditory analysis have been applied and conducted. The auditory analysis of six variables in the recorded speech production of the ten speakers suggests that there is no significant preference of one norm-giving variety over the other. Rather, speakers tend to mix-and-match General American- and Standard Southern British English-like features in their pronunciation. When reporting their accent ideals, the idea of a ‘neutral’ English accent is mentioned by four participants. Neutral accents seem to have been understood as ‘unmarked accents’. Expressed beliefs on their own English pronunciation show a comparatively high level of reflection on and confidence in their own production. Results from a rating task and a survey given to 27 German participants reveal attitudes that are more negatively stacked. While Germans reported openness towards NNS (non-native speaker) accents and showed awareness of the priority of intelligibility over accent choice in both their own and others’ pronunciation, they still largely reported NS accent preference. The ratings of the production from ten ELF speakers confirmed this and showed that ‘neutral’ is equated with native-like. In the light of these findings, issues are discussed that ultimately relate to the influence of NS Englishes, identity and the development of English as an international language.
8
Bakker, Sarah C. „BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities“. BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.
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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typical of communicative language teaching: Dialogue activities, Peer Interview activities, and Information-gap activities. They were also asked to respond to 11 statements about language learning, seven of which were taken from the Beliefs About Language Learning Inventory(Horwitz, 1988). Students responded to the survey three times: once during the first week of the semester, again during the fourth week, and again during the eighth week. During the four weeks between the second and third surveys, students in the experimental group received seven treatment lessons based on some of the basic principles of SLA. A Repeated Measures ANCOVA and a Logistical Regression were used to determine the effects of the treatment, time, and a number of demographic variables. Results of this study show that the treatment did not have a significant effect on any of the beliefs that were measured. However, one language learning belief was significantly affected by time. A majority of the students who participated in this study agreed with the statement, “The instructor should teach the class in German.” After three weeks of class instruction, however, they agreed with this statement significantly stronger. The results of this study also show that many of the demographic variables, such as gender and previous language learning experience, had a significant effect on a number of the students' beliefs.
9
Proctor-Williams, Kerry, und Elizabeth Alley. „Implementing IPE in an Academic Health Science Center: changing Attitudes, Beliefs, & Knowledge“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1823.
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Completion of 3-year pilot Interprofessional Education Program involving graduate students in an Academic Health Science Center yielded pre- and post-program evaluations of attitudes, beliefs, and knowledge of students and faculty. This session offers a description of a program without curricular level changes, presentation of research outcomes, and resulting planned modifications.
10
Lee, Sang Kyeom. „Examining the beliefs, attitudes, and reading strategies of secondary ESL students using retrospective miscue analysis /“. free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998496.
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Samadi, Mohammad Rahim. „Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices“. Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7994.
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Master of ArtsDepartment of Modern Languages
Abby Franchitti
The role of first language (L1) has been controversial in foreign language (FL) learning and teaching. This study examines the relationship between L1 use and gender and level of education of EFL teachers as well as gender and EFL proficiency level of learners in an Afghan university setting. It also investigates the relationship between FL use and learner anxiety by learner gender and EFL proficiency level. The study hypothesized that female FL teachers use the L1 more than male teachers in FL classrooms. Second, low FL proficiency learners consider L1 use as necessary in FL classrooms. Third, low FL proficiency students experience more anxiety with the exclusive use of FL than higher level learners. Fourth, female learners experience more anxiety than male students with the exclusive use of FL by learners and teachers. Twenty EFL teachers participated in the study by completing a 19-item questionnaire and sixty EFL learners by completing a 27-item questionnaire about their views towards L1/FL use and learner anxiety. The data, analyzed through SPSS software, included calculating frequencies and percentages, computing correlations, and conducting independent-samples t-tests to compare the mean difference between the variables. The first hypothesis was not supported as male teachers reported using the L1 more than female teachers. The study also revealed that male teachers with BA and MA degrees used the L1 more than female teachers with BA degrees. In contrast, female teachers with MA degrees used the L1 more than male teachers with BA and MA degrees and also more than female teachers with BA degrees. The results supported hypothesis two. More elementary learners considered the use of L1 as necessary than intermediate and advanced students. The findings also supported hypotheses three and four. Elementary learners as well as female students experienced more anxiety with the exclusive use of FL than intermediate and advanced level students and male learners. The principal conclusion indicated a significant positive correlation between the exclusive use of FL and learner anxiety.
12
Yin, Chengbin. „Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /“. College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
13
Wu, Kam-yin, und 胡錦賢. „Teacher beliefs and grammar teaching practices: case studies of four ESL teachers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.
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阮章凱 und Cheung-oi Gary Yuen. „Secondary students' English language learning beliefs and oral proficiency: a Hong Kong case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963304.
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Lam, Yuen-yiu Ada, und 林婉瑤. „Feedback on EFL writing in a Hong Kong secondary school: teachers' and students' beliefs and practices“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945077.
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Nyawaranda, Vitalis. „Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.
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Song, Yanan, und 宋亞南. „Beliefs of tertiary-level teachers of English in the People's Republicof China about medium of instruction“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31541896.
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Choy, Datwani Daya, und 蔡荻雅. „The use of language arts in the Hong Kong primary school classroom: a case study of teachers' beliefs and practices“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36713521.
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Biggs, Nalini Asha. „HIV/AIDS education in Kenyan schools for the deaf : teachers' attitudes and beliefs“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2a3a2ac0-133d-46f6-b0f3-fcdd2e588a96.
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How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of schools for the deaf. Related research also argues that teachers’ attitudes and beliefs and the politics of schooling are useful in exploring socio-cultural constructions of Deafness. While previous studies have argued that “Deaf-friendly” HIV/AIDS education is not occurring in this region, this study found examples in these schools. Data from this study also revealed that this education was shaped by the beliefs and attitudes teachers held about sexuality, and Deafness and sign language. Furthermore, this study found that these attitudes and beliefs revealed underlying beliefs about Deafness that illustrate a range of constructions within this group of teachers. This study spanned 15 weeks of fieldwork gathering data through interviews, questionnaires and observations with 81 participants. Data focused primarily on interviews and questionnaires with 43 teachers in three segregated schools for the deaf in the Nyanza and Western provinces. There were 8 Deaf teachers who participated from these school sites supplemented by an additional 24 Deaf participants working in schools across Kenya to balance data. This study found that while the nationally-mandated HIV/AIDS course curriculum was not implemented in these schools, there was a significant presence of “embedded” and informal HIV/AIDS education. Teachers had a range of feelings about this education, some of which were unique to teaching Deaf children and children using sign language. They also reported how “Deaf stereotypes” shaped how they approached and implemented this education. In some cases these beliefs and attitudes simply heightened preexisting concerns about HIV/AIDS education in similar ways to parallel studies of “regular” schools in this region. However the most striking conclusion from this research was that the presence of “Deaf culture” and the use of sign language among the student population changed the way teachers approached, implemented and reflected upon this education in unique ways not seen in “regular” schools. Interviews also showed that some teachers rationalized their approach to this education because they felt that the Deaf were “different” in certain ways, especially in terms of sexuality. These conclusions are helpful for those in HIV/AIDS education, Comparative and International Education, Disability Studies, Deaf Studies and Medical Anthropology.
20
Karathanos, Katya A. „Exploring the self-reported perspectives and behaviors of predominantly English-speaking teachers regarding the incorporation of English language learners' native languages into instruction“. Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/75.
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Mai, Hwai-min Aminah, und 買慧敏. „Grammar pedagogy and the task-based curriculum: Hong Kong teachers' beliefs and practices“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196347X.
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Nääs, Anna. „Teachers’ Choice of Instructional Language in the English as a Foreign Language Classroom : A literature review on teachers’ use of first language and target language in the EFL classroom“. Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30810.
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There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to save time, to explain grammar and vocabulary and to create a positive classroom atmosphere. Furthermore, the results also showed that teachers’ choice to use L1 heavily depended on students’ level of proficiency. Lastly, the results indicate that teachers not always use the L1 for pedagogical reasons, but in many cases for pragmatical reasons, individual beliefs and out of concern for students’ well-being.
23
Zheng, Hongying. „Complex, dynamic and co-adaptive systems : a study of language teachers' beliefs about EFL teaching and learning in the context of secondary schools in China“. Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609592.
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Houghton, Esther, und 侯雅詩. „A study of teacher beliefs concerning the teaching and learning of ESLin Hong Kong universities“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366274.
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This mixed-methods exploratory study of 34 ESL university teachers in Hong Kong sought to investigate the relationship between teachers’ beliefs about teaching and learning, their epistemological beliefs, and their classroom practice. Generally, findings indicate beliefs are formed though teachers’ past learning experiences, and professional education. Higher sophistication in teacher epistemology positively impacted classroom practice, probably facilitated through regular self-reflection and greater cognitive engagement, with teachers focusing more on student learning, and preparing students for independent study.published_or_final_version
Education
Master
Master of Education
25
Ilosvay, Kimberly K. „A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/233.
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Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010). Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers' role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts. Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge. Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research. The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed.
26
Yeung, Ching-han, und 楊靜嫻. „A case study of the impact of TOC on teachers' beliefs and practices in English language teaching“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962051.
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Hitz, Nilse Dockhorn. „Crenças Linguísticas de descendentes de pomeranos em três localidades paranaenses“. Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3540.
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This thesis presents the linguistic beliefs and attitudes of Pomeranian descendants from three cities in the state of Paraná: Cidade Gaúcha, Marechal Cândido Rondon and Nova Santa Rosa. These localities present an interdependent and heterogeneous sociolinguistic picture, due to the presence of migrants of different ethnic groups. It was sought to inquire the linguistic beliefs and attitudes in this context of languages in contact of the descendants of Pomeran migrants who came to Paraná from Rio Grande do Sul in 1950, with a peculiar historical and linguistic reality preserved in Brazil. The Pomeranian immigrant is of Germanic origin, lived in the Baltic Sea region, north of the present Germany country and part of Poland country. At the time of immigration (1851), Pomerani was a province of Prussia, so the immigration of this people predates the formation of the German Empire (1871). In 1945, after World War II, Pomerania was extinguished; this territory was located between Germany and Poland. This research is based on Pluridimensional Dialectology (THUN, 2005; 2009), Sociolinguistics (CALVET, 2002; LABOV, 2008) and Social Psychology (LAMBERT and LAMBERT, 1975; BEM, 1973; LÓPEZ MORALES, 1989). This research based on the assumption that language and ethnic identity are related, and therefore, the Pomeranian respondents’ beliefs and attitudes reflect their condition in relation to the ethnic group itself. The corpus was collected with the application of an interview to eight Pomeranian informants from each locality, selected according to the following variables: a) two generations: generation I from to 25 to 50 years and generation II from 55 years; b) of both sexes, two women and two men of each generation. Semi structured interview based on sociolinguistic and dialectological research, adapted to the sociolinguistic and cultural reality of the interviewed Pomeranians. There are specific questions to assess the informants’ beliefs and language attitudes regarding the Pomeranian linguistic identity. This analysis of the corpus welcomed the mentalist approach, which comprises the attitude as a behavioral action of positive or negative valuation; understanding that the highest valuation is the belief, because it contains the three components that are associated with the attitude. The cognitive, the affective and the conative. The results indicate, in general, positive attitudes and prestige in relation to their ethnic language. There were also a very small number of informants with manifestations of prejudice based on stereotyped, culturally socialized views. The localities present differences in the manifestations between one and anther, since each one presents geographical and socio-historical factors that interfere in the use or abandonment, even, of the Pomeranian language after almost two centuries of the immigration.
Esta tese apresenta as crenças e atitudes linguísticas de descendentes pomeranos de três cidades paranaenses: Cidade Gaúcha, no Noroeste do Estado do Paraná, Marechal Cândido Rondon e Nova Santa Rosa na região Oeste do Estado. Essas localidades apresentam um quadro sociolinguístico interdependente e heterogêneo, devido à presença de migrantes de diferentes etnias. Buscou-se inquirir as crenças e as atitudes linguísticas nesse contexto de línguas em contato dos descendestes de migrantes pomeranos que vieram para o Paraná a partir de 1950, com uma realidade histórica e linguística peculiar que se preservou, em boa parte, no Brasil. O imigrante pomerano é de origem germânica, vivia na região do Mar Báltico, norte da atual Alemanha e parte da Polônia. Na época da imigração (1851), a Pomerânia era uma província da Prússia; portanto, a imigração desse povo é anterior à formação do Império Alemão (1871). Em 1945, após a Segunda Guerra Mundial, a Pomerânia foi extinta, seu território foi rateado entre a Alemanha e a Polônia e desapareceu do mapa. Dentro dessa temática, esta pesquisa tem como base a Dialetologia pluridimensional (THUN, 2005; 2009), a Sociolinguística (CALVET, 2002; LABOV, 2008) e a Psicologia Social (LAMBERT; LAMBERT, 1975; BEM, 1973; LÓPEZ MORALES, H, 1989), partindo do pressuposto de que a língua e a identidade étnica estão relacionadas e, por conseguinte, as crenças e as atitudes dos entrevistados pomeranos refletem sua condição com relação ao próprio grupo étnico, migrantes do Rio Grande do Sul. O corpus foi coletado com a aplicação de uma entrevista a oito informantes pomeranos de cada localidade, selecionados de acordo com as seguintes variáveis: a) duas gerações: geração I de 25 a 50 anos e geração II a partir de 55 anos; b) os dois sexos, duas mulheres e dois homens de cada geração. A entrevista teve um roteiro semiestruturado elaborado com base em critérios próprios da pesquisa sociolinguística e dialetológica, adaptados à realidade sociolinguística e cultural dos entrevistados pomeranos. Há perguntas específicas para avaliar as crenças e as atitudes linguísticas dos informantes com relação à identidade linguística pomerana. A análise do corpus acolheu a abordagem mentalista, que compreende a atitude como uma ação comportamental de valoração positiva ou negativa; entendendo que a valoração maior é a crença, pois contém os três componentes que são associados à atitude: o cognitivo, o afetivo e o conativo. Os resultados apontaram, de modo geral, atitudes positivas, de prestígio dos informantes em relação a sua língua étnica. Houve, também, um número bem reduzido de informantes com manifestações de preconceito fundadas em visões estereotipadas, culturalmente socializadas. As localidades apresentam diferenças nas manifestações entre uma e outra, pois cada uma apresenta fatores geográficos e sócio-históricos que interferem no uso ou abandono, ainda, da língua pomerana depois de quase dois séculos da imigração.
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Goss, Alison Mary. „Teachers Beliefs About Mathematics and Multilingual Students“. Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31064.
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I used a sociocultural perspective (Vygotsky, 1978) to examine teachers’ epistemological and efficacy beliefs about the teaching and learning of mathematics with multilingual students. Specifically, I use the work of Negueruela-Azarola (2011) who suggests that teachers’ beliefs are conceptualizing tools for thinking about activity. Beliefs, which are social and dynamic, arise from teachers’ lived experiences. What teachers believe is relevant because beliefs inform pedagogical practices and once established are hard to change (Brownlee, Boulton-Lewis & Purdie, 2002; Cross, 2009; Pajares, 1992). Established beliefs with regards to mathematics hold that it is the easiest subject for multilingual students since there is little language involved. On the other hand, established beliefs are that increased English vocabulary is mainly what students need to be successful in mathematics. Barwell (2009) and Moschkovich (2002), using sociocultural perspectives, argue that language is important in mathematics and that multilingual students can participate in mathematical discussions when using resources such as their own mathematical knowledge, objects, and codeswitching. I interviewed five teachers who had experience teaching mathematics to students whose first language was other than English. I found that some teachers had beliefs which contrasted with the philosophies of their training institutions and with their schools. Teachers were found to hold contradictory beliefs. The study showed the importance of terminology in that how teachers referred to their multilingual students reflected their beliefs. Multilingual students were welcomed in the classroom for their contribution to cultural diversity but teachers acknowledged increased workload, and periods of frustration when supporting their multilingual students in mathematics.
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Alrumaih, Ahmad A. „Multimedia instructional applications for pronunciation instruction in English as a foreign language setting in Saudi Arabia : a study of attitudes, beliefs, and pedagogies /“. Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.
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Leung, Ying Woon Deby. „Classroom interaction and teachers' beliefs in second language teaching : a case study of four EMI and CMI secondary school L2 teachers in Hong Kong“. HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/376.
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Barnes, Ann. „Student modern foreign languages teachers learning to teach : beliefs, attitudes and the development of a methodological landscape“. Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1229/.
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This study examines the motivations, beliefs and attitudes of beginning modern foreign languages teachers towards foreign language teaching and learning during their initial teacher education and the changes in attitudes towards and beliefs about their subject and its methodology. In so doing, the study uncovers the students' initial and developing methodological landscapes. The scope of the study is unusual in its breadth of response'a! nd in its multi-method approach incorporating qualitative and quantitative data collection and analysis, identifying interconnections in the data. A total of 235 student teachers' responses contribute to the research: the pre-course beliefs of eight cohorts of beginning teachers are analysed to establish a basis for exploring any change. The research subsequently adopts a longitudinal approach, where data' is obtained through a series of ten snapshot questionnaires administered to three separate cohorts of student teachers. This data is supplemented by smaller samples from two cohorts in a different initial teacher education institution. It is further triangulated through twelve group discussions on video from two cohorts. Analysis is of whole and aggregated cohorts and also by gender and native speaker. Views indicated by the beginning teachers' stated perceptions of their development incorporate elements from a variety of learning-to-teach theories. Some more generic themes which emerge as important in student teachers' thinking throughout the year include the desire for fantasy solutions and the process of future-wishing, both of which serve as attempts to avoid a true (and difficult) developmental process. Stability of fundamental beliefs is evident, but substantial change occurs in perceptions of items contributing to the methodological landscape, particularly in the areas of target language and grammar.
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Tsoi, Pik-chi, und 蔡碧芝. „Preparing ESL teachers for change: assimilating new beliefs into the old“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963535.
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Pang, Carol, und 彭家露. „A study of teachers' and students' beliefs and practices in giving andresponding to written feedback in an L2 classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945144.
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Søvik, Margrethe B. „Support, resistance and pragmatism : An examination of motivation in language policy in Kharkiv, Ukraine“. Doctoral thesis, Stockholm : Acta Universitatis Stockholmiensis, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6792.
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Tuomas, Petra. „Learning Grammar : A study of upper secondary level students’ attitudes and beliefs concerning the learning of grammar“. Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21438.
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The communicative approach to language learning is widely taught in Western education, and yet its predecessor, the grammar-translation method, is still commonly employed in other parts of the world. In Sweden, the increasing popularity of the communicative approach is often justified by the high level of students’ communicative skills (Öhman, 2013). At the same time, students’ written texts and speech contain many grammatical errors (Öhman, 2013). Consequently, being aware of their tendency to produce grammatical errors, some students express beliefs regarding both the explicit and implicit learning of grammar (Sawir, 2005; Boroujeni, 2012). The objective of this thesis is to gain more knowledge regarding students’ beliefs concerning the learning of English grammar at the upper secondary level, in Sweden. With this purpose a survey was conducted in two schools in Sweden, where 49 upper-secondary English students participated. Qualitative and quantitative methods were applied to process the collected data. Despite some difference in the participants’ ages, there were many similarities in their attitudes towards the teaching and learning of grammar. The results show that the participants in both schools believe that only by applying both, explicit and implicit methods, can they obtain a high level of language proficiency. The results of this study can help teachers in planning different activities that enhance the students’ knowledge of grammar.
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Addiego, Emily Spady. „The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program“. PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/985.
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This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there was evidence that they began to integrate more theoretical aspects of program curriculum by the end of the year. However, the participants also demonstrated a lack of interest in theoretical and research-related coursework that persisted throughout their first year. Participants' lack of interest and stress brought on by unfamiliar material may have limited the amount of integration of research and theory into their practice. Findings suggest a mismatch between program goals and student goals, with students being focused on teaching practice and the program being focused on both the practical and theoretical aspects of the curriculum.
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Wang, Wenfeng, und 王文峰. „Teachers' beliefs and practices in the implementation of a new Englishcurriculum in China: case studies of foursecondary school teachers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41508609.
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Becirovic, Emkic Medina. „Motivation - the driving force for our actions : A study of the importance of learning experiences, learner beliefs, self-determination and personal goals for motivation and attitudes in English language learning“. Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8232.
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The pedagogical debates within language learning and language teaching have emphasized motivation as one of the key factors. Conversely, the broadness of motivation and its complexity has been acknowledged as a challenging concept which is difficult to grasp. This study aims at examining motivation as a concept determined by different internal and external factors which also shape individuals’ attitudes towards language learning. With the aim of understanding the existence of motivation and attitudes in a variety of contexts, individuals’ level of language knowledge is the point of departure in this study. Motivation and attitudes in language learning are examined in the light of individuals’ learning experiences, personal beliefs, self-determination and personal goals.
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DeChant, Ryan C. „Mindreading, Language and Simulation“. Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/74.
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Mindreading is the capacity to attribute psychological states to others and to use those attributions to explain, predict, and understand others’ behaviors. In the past thirty years, mindreading has become the topic of substantial interdisciplinary research and theorizing, with philosophers, psychologists and, more recently, neuroscientists, all contributing to the debate about the nature of the neuropsychological mechanisms that constitute the capacity for mindreading. In this thesis I push this debate forward by using recent results from developmental psychology as the basis for critiques of two prominent views of mindreading. First, I argue that the developmental studies provide evidence of infant mindreading and therefore expose a flaw in José Bermúdez’s view that certain forms of mindreading require language possession. Second, I argue that the evidence of infant mindreading can also be used to undermine Alvin Goldman’s version of Simulation Theory.
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Allen, Kelly Lee. „Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613346.
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College reading programs are traditionally remedial or developmental in nature and often take a decontextualized skills based approach to reading and to supporting college readers (Holschuh & Paulson, 2013). Skills oriented deficit-based approaches to reading provide deficit-based frameworks for readers to construct self-perceptions. TLS 239 Literacy Tutoring is an undergraduate service-learning course where students learn about reading process and theory and develop strategies to tutor in community schools for twenty-four required hours. Coursework frames literacy as a socially constructed process and students engage in a miscue workshop, strategy presentations and in exploring the reading process. In this study, I examine the coursework of 38 students enrolled in TLS 239 and students' reports of shifting their perceptions and self-perceptions of literacy through coursework that challenged their literacy conceptualizations. In this study, I conceptualize Ken Goodman's (2003) theory of revaluing as restorying through a construct of story (Bruner, 2004; Short, 2012) and a semiotic theory of inquiry (Peirce, 1877), a process of fixating new belief. This struggle, or inquiry into reading provides a framework for students to renegotiate and restory their perceptions of literacy and their self-perceptions as literate. Findings indicate that conceptualizing reading as a socially constructed process including the construct of a reading transaction (Rosenblatt, 1994) and the construct of miscue (Goodman, 1969) was anomalous to college students' perceptions of literacy and caused students to doubt previously held misconceptions about reading. Students reported shifts towards conceptualizing reading as the construction of meaning, shifts towards positive self-perceptions as readers, and shifts in their literacy engagements. Students reported an increase in confidence, reading differently, reading more effectively, becoming metacognitive, reading more assigned readings in college, reading more for leisure and feeling more actively engaged in their other courses. Implications include conceptualizing literacy learning as social and emotional learning and the pedagogical implications of literacy instruction framed within a construct of inquiry.
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Tapia, Carlin Rebeca Elena. „Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience“. Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.
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"December 2008".Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.
Bibliography: p. 299-327.
Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.
The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.
Mode of access: World Wide Web.
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Brenes, Carvajal Marlene Gerardina del Carmen. „Initial development of English language teachers in Mexico“. Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/45945.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009.Bibliography: p. 167-188.
Introduction -- Contextual background -- Literature review -- Methodology -- Pre-service teachers' beliefs about being a teacher -- Practicum students' beliefs about the teaching experience -- Teachers' first year experience: beliefs and reflections -- Conclusions.
This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Specifically, it examines their beliefs about teaching and about themselves as English teachers in different stages of initial professional development. The participants reflected on their experiences as English language learners, students, teaching practicum students and as first year teachers in a follow up study. -- This thesis is composed of three studies that are linked by involving the same participants. The studies follow these participants through different stages in their initial development as teachers.The research is set within the qualitative research paradigm and draws on qualitative data and interpretive analysis. The data were retrieved using the following procedures: autobiographies, a focus group interview, journals, personal interviews and short narratives. -- Responses to the following research questions emerged through the different stages of this thesis. 1. What initial beliefs do pre-service and beginning students hold about being a teacher? 2. Do these beliefs evolve or change during the initial stages of their teacher development? 3. Do their experiences during their initial stages of their development influence their beliefs? -- There is little research on English language teacher beliefs in Mexico. It is considered that research in this area can contribute to the understanding of the processes of what English language teachers' beliefs are and how they evolve or develop over time and the influences that they may have on the actual teaching process. This research may contribute to bring to the attention of English language teacher preparation programs the necessity of providing opportunities for student-teachers to unpack their beliefs and reflect and view them in the light of the courses and their practice in order to create an understanding of the Mexican educational context of which they will be a part.
Mode of access: World Wide Web.
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Santana, Vanessa Raini de. „O papel dos operadores argumentativos na demarcação de crenças e atitudes em Foz do Iguaçu“. Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3454.
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This research is based on Aguilera (2008) guidelines and, in part, on NURC research. In terms of language beliefs and attitudes, the focus is on surveys carried out in Foz do Iguaçu, collected via CAL Project, where we verified how the speakers evaluate those who speak different from them. During the analysis, we noticed recurrence to the use of argumentative operators, indicating evidence of language beliefs and attitudes. The argumentative maneuvers made by the informants to justify their choices or to present data considered relevant for the constitution of their answers were considered as explanation for uses not checked yet in the corpus. To verify this hypothesis, we selected statements with the operators "já", "até" and "então". For this, we chose to work with studies on the argumentative semantics, from authors like Ducrot (1981, 1987, 2009) and Koch (2002); and language beliefs and attitudes, with studies of López Morales (1993), Moreno Fernandez (1998) and Blanco Canales (2004). With these studies, we tried to work with elements that operate argumentatively and, at the same time, introduce the informants’ beliefs and attitudes. The objective of this analysis was to find a relationship between the use of operators and the ways to set beliefs by informants. Initially, we raised the hypothesis that some operators would be used to set one or another kind of belief and, during the research, the search for validation of this hypothesis enabled the identification of important data regarding the way informants use argumentative operators to express their opinions about the language and culture of others.
Esta tese pauta-se nas orientações de Aguilera (2008) e, em parte, nos desdobramentos do NURC (Projeto Norma Urbana Culta). Em termos de crenças e atitudes linguísticas, o enfoque deu-se nos inquéritos de Foz do Iguaçu, colhidos por meio do Projeto de Pesquisa “Crenças e atitudes linguísticas: um estudo da relação do português com línguas em contato”, em que se verificou como os falantes analisados avaliam aqueles que falam diferente. Ao longo da avaliação dos inquéritos, percebeu-se recorrência ao uso de operadores argumentativos, apresentando indícios de crenças e atitudes. Manobras argumentativas realizadas pelos informantes na busca de justificar suas escolhas ou de apresentar dados considerados relevantes para a constituição da sua resposta foram considerados como explicação para usos ainda não verificados no corpus em questão. Para verificação dessa hipótese, foram selecionados enunciados em que os operadores “já”, “até” e “então” foram utilizados. Para isso, optou-se por trabalhar com estudos referentes à semântica argumentativa, a partir de autores como Ducrot (1981, 1987, 2009) e Koch (2002); e crenças e atitudes linguísticas, cujos principais nomes são López Morales (1993), Moreno Fernández (1998) e Blanco Canales (2004). Buscou-se, com esses estudos, trabalhar com elementos que operassem argumentativamente no corpus e, ao mesmo tempo, introduzissem crenças e atitudes dos informantes. O objetivo da análise foi buscar uma relação entre os usos de operadores e as formas de acionar crenças pelos informantes. Inicialmente, levantou-se a hipótese de que certos operadores seriam utilizados para acionar um ou outro tipo de crença e, ao longo da tese, a busca pela validação dessa hipótese levantada foi possibilitando a identificação de dados importantes com relação à maneira como os informantes utilizam operadores argumentativos para expressar suas opiniões com relação à língua e à cultura do outro.
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Braga, Lucimar Araujo. „CRENÇAS E ATITUDES DE UMA PROFESSORA DE ESPANHOL DE UMA ESCOLA PÚBLICA DO INTERIOR DO PARANÁ E AS POLÍTICAS LINGUÍSTICAS“. UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/452.
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Previous issue date: 2013-08-29Reflecting the possibility of talking about beliefs involving teacher´s behavior in class instigated us to try to understand how these attitudes appear in language classrooms. Barcelos (2004, 2006, 2010, 2011), considers that beliefs have great power upon our behavior and actions, existing an inter-relation among beliefs, attitudes and identity construction. Understanding teacher´s identity as an ongoing process (TADEU DA SILVA,2004) that shapes itself to the reality inside the classroom and knowing that beliefs and attitudes can be modified, as well as language policies are inter-related in this process all the time this research, with a qualitative nature, aims at observing,identifying and analyzing beliefs and attitudes of a teacher from a public school located in Paraná. Our studies comprehended Spanish teaching/learning process, as a case study. Based on Picanço (2003), we gathered historical facts related to language teaching/learning process analyzed through the language policy in Brazil, specifically in Paraná. In the theoretical revision, we present some positions about studies related to beliefs and attitudes according to Le Bon (2002); Barcelos (2004, 2006, 2010, 2011);Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011) among others. Some questions guided this work: “ which beliefs the teacher shows in her practice?” “Are there any difference between teacher´s beliefs and acts and the language policy concerned to language teaching?” “What relations do these beliefs establish with the teacher´s actions?”. In general terms, the beliefs presented in Spanish language classes are similar to some beliefs that have already appeared in other research works, once the participant showed beliefs with these thematic: a) beliefs about the learning process of FL by FL;b) Beliefs about how to deal with an error; c) Beliefs about the lack of interest in learning FL; d) Beliefs about the importance of learning S/FL; e) Beliefs about student´s autonomy in learning language; f) Beliefs about the role of the vocabulary in S/FL classes; g) Beliefs about the ludic role in the S/FL classes; h) Beliefs about the necessity of persuade students to learn; i) Beliefs about the “facility” in learning S/FL; and j) Beliefs about the group work activities role in class.
A possibilidade de propor reflexões que envolvam crenças e atitudes de professores em atuação nos instigou a querer compreender como estas aparecem nas salas de aula de línguas. Barcelos (2004, 2006, 2010, 2011) considera que as crenças exercem impacto em nosso comportamento e em nossas ações, e que existe uma inter-relação entre crenças, atitudes e construção de identidade. Compreendendo a identidade do professor como um processo contínuo (TADEU DA SILVA, 2004) que a cada dia se molda à realidade existente nas salas de aula e partindo do pressuposto de que as crenças e atitudes podem ser modificadas, bem como as políticas linguísticas estão interrelacionadas nesse processo o tempo todo esta pesquisa, de natureza qualitativa, teve como objetivo observar, identificar e analisar crenças e atitudes de uma professora de de línguas de uma escola pública no estado do Paraná. Amparados em Picanço (2003), realizamos um apanhado de fatos históricos relacionados ao percurso do ensino e da aprendizagem de línguas, pelo viés da política linguística no Estado brasileiro e mais especificamente no Paraná. Na revisão teórica, apresentamos posicionamentos sobre os estudos a respeito de crenças e atitudes segundo Le Bon (2002); Barcelos (2004, 2006,2010, 2011); Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011), entre outros. As questões que nortearam esta dissertação foram as seguintes: “Que crenças a professora manifesta em sua prática? Que relação essas crenças estabelecem com as ações da professora? Há convergência entre as crenças e ações da professora e as políticas linguísticas voltadas à educação de línguas?”. Em termos gerais, as crenças apresentadas nas aulas de língua espanhola se assemelham a algumas crenças levantadas e apresentadas em outras pesquisas da mesma natureza, uma vez que a participante manifestou crenças relativas às seguintes temáticas: a) Crenças sobre o aprendizado da LE pela LE; b) Crenças sobre o tratamento do erro; c) Crenças sobre a falta de interesse em aprender LE; d) Crenças sobre a importância de aprender E/LE; e) Crenças sobre a autonomia do aluno para aprender; f) Crenças sobre o papel do vocabulário nas aulas de E/LE; g) Crenças sobre o papel do lúdico nas aulas de E/LE; h) Crenças sobre a necessidade de convencer os alunos a aprender; i) Crenças sobre a “facilidade” em aprender E/LE; e j) Crenças sobre o papel da realização de trabalhos em grupo.
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Saverna, Adeline. „Les baladeurs MP3 en classe d'anglais au lycée : représentations et attitudes des apprenants“. Thesis, Le Havre, 2016. http://www.theses.fr/2016LEHA0004/document.
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Cette thèse relève de la didactique de l’anglais. Il s’agit d’une étude exploratoire des représentations et attitudes de 170 lycéens, relative à l’introduction et l’utilisation du baladeur MP3 en cours d’anglais. Notre démarche d’investigation a reposé sur une approche systémique de la situation d’apprentissage. Afin de mettre au jour l’attitude des apprenants, nous avons utilisé des questionnaires. Nos résultats ont mis en évidence l’absence d’unanimité dans l’acceptation du baladeur MP3 en cours d’anglais. Une utilisation régulière du baladeur MP3 dans la vie quotidienne ne prédispose pas à son appropriation dans un contexte scolaire. Le baladeur MP3 n’est pas un objet réel – c’est un artefact qui se reconstruit selon les usages. Notre étude a également montré que les représentations de l’objet technologique chez les apprenants dépendaient de leurs représentations des autres éléments de la situation d’apprentissageThis PhD thesis concerns the learning/teaching of the English language. It consists in an exploratory study of 170 high school students’ beliefs and attitudes as regards the introduction and use of an MP3 player in English classes. Our investigation was based on a systemic approach of the learning context. In order to expose the learners’ attitude, we used questionnaires. Our results highlighted the absence of consensus in the acceptation of the MP3 player in English classes. A frequent use of the MP3 player in the daily life does not involve its appropriation in a school context. The MP3 player is not a real object – it is an artefact that is reconstructed according to the uses. Our study also showed that the learners’ beliefs of the technological object depended on their beliefs of the other elements belonging to the learning context
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Riani, Arilda. „Língua portuguesa, Língua brasileira: atitudes e crenças de José de Alencar e Mário de Andrade“. Universidade do Estado do Rio de Janeiro, 2008. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1006.
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Esta tese pretende abordar algumas atitudes e crenças que José de Alencar e Mário de Andrade cultivaram sobre a língua do Brasil, a partir de observações e estudos considerando as alterações lingüísticas registradas nos períodos colonial e pós-Independência. Idéias particulares e fatos substanciais alimentados na pretensão de uma gramática que imprimisse expressão brasileira à língua portuguesa do Brasil. Ambos tinham em comum o sentimento de uma nação que se consolidava e trazia mostras suficientes de maturidade lingüística, levando-os a reivindicar o direito de gramaticizar os usos e costumes dos usuários brasileiros na tentativa de mostrar que a variante daqui já apresentava cores próprias, surgidas da necessidade de nomear a nova terra, registrar os desvios lingüísticos que se foram firmando, as variações dialetais, as transformações sintáticas, fonológicas e lexicaisThis thesis intends to deal with some of the attitudes and beliefs that José de Alencar and Mário de Andrade cultivated concerning the language of Brazil, from observations and studies that consider the linguistic alterations registered during the colonial and post-independence periods. They are personal ideas and substantial facts, supported by the aspiration of grammar that stamps Brazilian expression into the Brazilian Portuguese language. Both writers have the feeling of a nation being consolidated, bringing sufficient examples of linguistic maturity, and leading them to claim the right to make the uses and customs of Brazilian speakers grammatical, in an attempt to demonstrate that the variations from that point already had their own distinctions, arising from the necessity to name the new land; register the linguistic diversity that was becoming established and the variations in dialect; and show the transformations in syntax, phonology and vocabulary
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Johansson, Elina, und Marija Cukalevska. „The Impact of MALL on English Grammar Learning“. Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40433.
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The purpose of this paper was to explore how grammar learning in the English as a second or foreign language classroom can be improved. Our aim was twofold: (1) to investigate the possible effect of implementing Mobile-Assisted Language Learning (MALL) on students’ grammar learning in the Swedish upper secondary level education, and (2) to find out what students’ attitudes are towards such an implementation and how it can impact student motivation. We analyzed and provided an overview of ten articles relating to the subject. The results showed that the use of MALL contributed to improved grammar learning when it was used as a tool to help students analyze and reflect upon specific exercises collaboratively and to help individuals do grammar exercises and tests with a formative purpose. However, the results also showed that MALL was not beneficial if only used as an educational or communicative tool. Lastly, the results showed that students overall had a positive attitude towards the use of MALL in education, despite experiencing some technical difficulties, and that the approach further motivated students’ will to learn. Based on the results, we argued that the use of MALL in the English language classroom coincided well with the guidelines of the curriculum and syllabus for English 5, and that, if used as recommended, MALL could help improve Swedish students’ English grammar learning and their motivation.
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Bunts-Anderson, Kimberly. „Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /“. Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.
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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.Bibliography: p. 372-438.
Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.
Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.
Mode of access: World Wide Web.
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Lucock, Ricky. „Pupils learning mathematics : beliefs and attitudes“. Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/844414/.
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This study investigated whether pupils hold personal beliefs and attitudes which could affect their performance in mathematics lessons in such a way as to either facilitate or impede learning. There were four parts to the study which took place over three years. In the first part, personal constructs about all school subjects were elicited from a group of pupils in their first year of comprehensive school. The interviews were recorded and provided background data for the study. One year later, the same pupils were asked to rate eighteen mathematics topics on the constructs of like/dislike; easy/difficult and useful/not useful. The interviews were again recorded and used to develop categories of pupil beliefs. These were used to develop a number of questions which were later put to the same group. Six weeks later the pupils divided into groups of three and took part in videorecorded problem solving sessions. This provided triangulated observational and oral data to corroborate or refute data from other parts of the study. Finally, approximately one year later, each pupil was asked the questions developed from the second interview categories. These were posed in an open ended form and were also used to develop belief categories. These final categories provided the information on which to compare the beliefs of the study group pupils. The basis for comparison was the pupils' mathematical setting and their positions in yearly examinations. Data from across the study were used to provide case studies of three pupils. The main conclusions were that beliefs and attitudes do affect mathematics performance, but that the effect was not the same for high and low settings; that problem solving ability correlated poorly with setting, and that for individuals it was necessary to examine a constellation of beliefs rather than any single ones.
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Noggle, Richard Brendan. „Adolescent Knowledge, Attitudes, and Beliefs toward Vaccination“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/iph_theses/31.
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Vaccination, one of public health’s greatest disease prevention tools, is broadening to focus on adolescents. Now that there are more vaccines targeted specifically for adolescents, it is time to give more focus to vaccine delivery in this population. This research will increase the knowledge base to support informed changes in adolescent vaccine delivery by identifying knowledge and attitudes of adolescents toward vaccination within the context of barriers and solutions. Perceived susceptibility to disease, benefits and barriers to vaccination and other constructs were collected through a survey to 1368 high school students. In this population, a scheduled adolescent healthcare visit is feasible, vaccine education can diminishes health misconceptions, and vaccination mandates are ways to reach some students.