Dissertations / Theses on the topic 'Classroom speech'
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Rogland, Harutunian Erik. "Overcoming Speech Anxiety in the Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30539.
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Speech anxiety is an issue that persists and presents itself innumerably in schools, especially affecting students who learning English either as their second language or as a foreign language. Speaking anxiety may stem from different sources and affect each individual student differently. The research question that is key to this research is “How can teachers support students who are struggling with speech anxiety?”The research for this thesis has been done through the use a qualitative interview with two secondary school teachers in Lund. The interview was structured after a semi-structured style to allow for guided questions and openness of any unexpected questions and answers during the interview process.The results of this research is that that tackling speaking anxiety in the classroom is no easy feat, although, from the literature and interview content it has been made clear that for a teacher to be successful in supporting their students, being prepared for possible difficulties, composed for sudden changes to lesson plans, and ready to adapt assignments where speaking is involved in order to allow students to be most comfortable and given their utmost honest performance while speaking in front of others.
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Williams, A. Lynn, and Brenda Louw. "An Internationalized Classroom using Research Teams." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2048.
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Overview: (1) What is internationalization of the curriculum (loC)? (2) Why is loC important to SLP/A? (3) How can we internationalize student learning? (4) How can we assess cross-cultural awareness or effectiveness?
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Boggs, Teresa, and K. Campbell. "Activities for Facilitating Language in the Classroom." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/1527.
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Wareing, Shan. "Gender, speech styles and the assessment of discussion." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318382.
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Louw, Brenda, and A. Lynn Williams. "An International Classroom: Research Teams as the Nexus." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2043.
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Zazove, Robin. "Political perspectives and freedom of speech in the college classroom /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524877.pdf.
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Dohan, Margaret. "The speech-language pathologist's changing role, collaboration within the classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23125.pdf.
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Mezzomo, Helen Angela. "Augmentative and Alternative Communication Systems in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/861.
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Augmentative-alternative communication (AAC) systems are used to give voice to individuals who are nonverbal. As AAC systems become more complex and prevalent in the classroom expectations of school-based professionals expand. However, the roles of those expected to support AAC systems, primarily teachers and speech-language pathologists (SLPs), are not clearly defined. Without clearly defined roles, professionals may not provide needed support to students who use AAC. Dewey's theory of community suggests that role confusion leads to insufficient and ineffective services. The purpose of this cross-sectional quantitative study was to determine how teachers and SLPs view their roles in supporting AAC. The key research question examined associations linking the instructional role of the individual to perceptions of who is responsible for implementing and supporting AAC in the classroom. An Internet-based survey, consisting of 21 questions set on a categorical scale, was sent to teachers and SLPs who are members of a technology advocacy and support center located in a mid Atlantic US state. Responses collected through the survey site were analyzed using a chi squared test. Overall findings indicated that the teacher was perceived as primarily responsible to provide support within the classroom; SLPs provided additional support outside of the classroom, such as creation of overlays and vocabulary selection. Assistive technology coordinators also provided support in terms of obtaining the AAC system. In general, leadership changed as support tasks changed. Results of the survey may aid in the development of guidance to support teachers and SLPs working with students who use AAC in the classroom. Improving services for students with AAC needs supports social change by enabling them to use their voice and become more independent.
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Darai, Beata. "Impact of classroom amplification on literacy measures in first grade." Diss., NSUWorks, 1999. https://nsuworks.nova.edu/hpd_aud_stuetd/5.
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Carlin, Charles Hubert. "A comparative study of elementary school principals' and speech language pathologists' perceptions of integrated classroom-based speech language services." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247169396.
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Isaacson, Zelda. "A speech programme for deaf learners to be used in the classroom." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07142006-103346.
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Von, Buttlar Jeannie. "An analysis of teacher and student speech in a core French classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60255.pdf.
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Carlin, Charles H. "A comparative study of elementary school principals' and speech language pathologists' perceptions of integrated classroom-based speech language services." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247169396.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Mar. 8, 2010). Advisor: Anita Varrati. Keywords: Speech language services; perceptions; principals; integrated classroom-based services. Includes bibliographical references (p. 147-162).
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Cunningham, Debra L. "Breaking the silence in classroom participation: A study of a regular classroom and a computer-mediated setting." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280689.
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This qualitative study of classroom processes focuses on the roles students play in two different environments, a regular classroom and an anonymous, collaborative, technological environment using GroupSystems. As students from an urban high school engaged in a brainstorming session about complex, ethical issues, they participated differently in each setting. The research questions that this study addresses are: Given a discussion of complex, ethical issues, what is the nature of classroom participation roles? In addition, in what ways are participation roles in a regular classroom structure different from a collaborative, technological environment? Furthermore, in each environment, how do ethnically diverse students participate in discussions of complex, ethical issues, as defined by their participation roles? Then to view gender issues in each environment, how do male and female students participate in discussions of complex, ethical issues, as defined by their participation roles? An analysis of these questions provides a deeper understanding of the roles students take in a classroom discussion. In addition, it provides similarities and differences between such discussions in a regular classroom versus an online setting. The insights provided in this study may contribute to a better understanding for teaching and teacher education in constructing activities and environments that support student voice, equity, and active participation in society as a whole.
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Vallino, Linda, and Brenda Louw. "Revolutionizing Classroom Teaching in Cleft Palate: A Hybrid of Traditional, Problem-Based & Experiential Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7752.
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Zhao, Xin. "English as a Foreign Language (EFL) learning through classroom interaction : an investigation of participants' collaborative use of speech prosody in classroom activities in a secondary EFL classroom." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675689.
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Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching and learning. Informed by Community of Practice theory (Lave and Wenger, 1991) and Academic Task and Social Participation Structure (Erickson, 1982), which place participation at the core of the learning development, the current research employs an exploratory case study to examine the function of speech prosody during the co-construction of classroom talk-in-interaction in and between different classroom activities (e.g. whole class instruction, group discussion, group presentation, etc.). Audio–video data of classroom lessons were collected over a two-month period. Transcribing conventions described by Atkinson and Heritage (1984) were adopted to note the prosodic features in the recordings. Prosodic features such as pauses, volume, intonation, and speech rate were set as the main criteria for analysing the classroom talk. Analysis of the transcripts showed that speech prosody can function as a coordination tool for language learners to organise their social participation roles in collaborative learning activities (e.g. forming alignment, managing turn-taking, signalling repair sequences, etc.). The research also showed that prosody can function as a pedagogical tool for language teachers to manage classroom interactional ground (e.g. provide scaffolding, align academic task structure and social participation structure, frame classroom environment, etc.). Moreover, the research showed that prosodic analysis can be an effective tool in unfolding the pedagogical importance of classroom interaction (e.g. IRE/F sequences) in classroom teaching and learning.
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Badroodien, Rizwana. "Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15487.
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Includes bibliographical referencesThe Classroom Communication Resource (CCR) intervention was developed to improve peer attitudes towards children who stutter (CWS). This pilot study will inform the feasibility of a Randomised Control Trial (RCT) through the following aims: 1. To analyse selected procedural aspects including recruitment, participation and re tention rates and questionnaire-questionnaire completion trends. 2. To observe treatment and cluster effect of the CCR intervention at one and six months post-intervention. An experimental, quantitative cluster randomised trial design was used. Pre-intervention - post-intervention data was collected from control and intervention groups. The sample comprised 273 mixed-gender Grade 7 participants in the Western Cape (WC) Metro urban area in classrooms across quintiles. Data was collected and analysed at pre-intervention, one and six months post-intervention. The Stuttering Resource Outcomes Measure (SROM) was used to measure attitude changes. Descriptive and inferential statistics were used to describe the procedural aspects and treatment effect. A positive school-recruitment rate (90, 91%) was observed while the participation (59.6%) and retention rates (44.8%) decrease d over time. Participants were excluded due to poorly completed questionnaires, consent, assent, absenteeism and administrative errors. Questionnaire completion trends at six months post-intervention showed that errors were noted on all items. These procedural challenges could be reduced in future studies through rigorous planning. The positive treatment effect was minimal at one month post-intervention, while more evident in magnitude and direction of change in attitude scores on the SROM at six months post-intervention. A constant group effect was noted at pre-intervention, one and six months post-intervention. This study therefore concluded that a future RCT is feasible with several recommendations.
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Johnson, Catherine. "Examining classroom teachers perceptions of student support services, psychologists, resource teachers and speech pathologists." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23750.pdf.
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Grigas, Leah. "Collaboration begins in the classroom| Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588614.
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Since the education system has shifted towards inclusive classrooms, the need for collaboration between teachers and the special education team has increased. This study was a survey design completed by 8 student teachers from California State University, Long Beach. The purpose of this study was to investigate the knowledge base, preparedness, and perceptions of future teachers as these factors relate to collaboration with SLPs in the elementary school setting. The participants' responses suggested positive perceptions of speech-language pathologists, and motivation to collaborate, yet teachers' knowledge is limited regarding speech-language topics and collaboration. Further, student teachers report limited preparedness to collaborate and address the needs of students with speech-language disorders. Clinical implications and the need for further research are discussed.
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Taylor, Cynthia Lynn. "Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3283.
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Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of this set of research studies (including three case studies and a larger non-randomized treatment -- control group quasi-experimental study) was to examine whether or not capacities like these, learned through participation in a mindfulness training (MT) program for teachers, become embodied and show through as changes in teachers' mindful behavior in the classroom -- specifically, their ability to be calm, clear-minded and kind-hearted in their speech and behavior with students in the classroom. These studies used first-person, teacher reports and third-person, observer measures to assess potential MT-program-related impacts on changes in teachers' classroom speech and behavior over time. Results from survey and interview data showed change in teachers' perceptions of their mindful classroom behavior. The case studies showed evidence of change in teachers' calm, clear and kind classroom speech and behavior as rated by observers. Results in the larger study again showed change in treatment teachers' perception of their mindfulness in the classroom over time compared to controls, but no evidence was found for observed changes in speech or behavior in the classroom. Methodological, developmental and intervention-related interpretations and implications of the findings are presented and directions for future research are discussed.
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von, Kogerer Sofia. "Four Teachers’ Thoughts about Pupils’ Speaking Anxiety in the ESL Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29800.
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Findings by the Swedish Schools Inspectorate (2011), show that some pupils in Sweden feel anxiety when speaking English. This is no surprise to Horwitz, Horwitz and Cope (1986) who state that speaking is regarded to be the scariest part of language learning. To understand the phenomenon of speech anxiety further and to contribute to existing research, the purpose of this study was to investigate what learner speech anxiety is according to four chosen teachers as well as their strategies in dealing with speech anxiety. The teachers play an essential role when dealing with learner anxiety. Not including the pupils themselves is not necessarily a limitation, but a strength: Young (1992) reports that the students’ perspectives have been well-documented, and that investigating the teachers’ point of view might offer new insights on the issue at hand.In retrieving information from the four teacher respondents, semi-structured interviewing was used, adopting pragmatic qualitative research as an approach as well as the two paradigms phenomenology and pragmatism.The teachers perceive speech anxiety in the subject of English to be the learners’ feeling of nervousness, worry and fear stemming from real or imagined insufficient language skills, a fear of making mistakes and being humiliated. To decrease anxiety, the teachers believed ample oral practice in small groups in a supportive environment to be part of the solution. There was, furthermore, strong mutual agreement regarding what not to do: forcing and pressuring pupils to speak when feeling uncomfortable with speaking in front of others.
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Wroblewski, Marcin. "Developmental predictors of auditory-visual integration of speech in reverberation and noise." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/6017.
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Objectives: Elementary school classrooms that meet the acoustic requirements for near-optimum speech recognition are extremely scarce. Poor classroom acoustics may become a barrier to speech understanding as children enter school. The purpose of this study was threefold: 1) to quantify the extent to which reverberation, lexical difficulty, and presentation mode affect speech recognition in noise, 2) to examine to what extent auditory-visual (AV) integration assists with the recognition of speech in noisy and reverberant environments typical of elementary school classrooms, 3) to understand the relationship between developing mechanisms of multisensory integration and the concurrently developing linguistic and cognitive abilities.
Design: Twenty-seven typically developing children and 9 young adults participated. Participants repeated short sentences reproduced by 10 speakers on a 30” HDTV and/or over loudspeakers located around the listener in a simulated classroom environment. Signal-to-noise ratio (SNR) for 70 (SNR70) and 30 (SNR30) percent correct performance were measured using an adaptive tracking procedure. Auditory-visual integration was assessed via the SNR difference between AV and auditory-only (AO) conditions, labeled speech-reading benefit (SRB). Linguistic and cognitive aptitude was assessed using the NIH-Toolbox: Cognition Battery (NIH-TB: CB).
Results: Children required more favorable SNRs for equivalent performance when compared to adults. Participants benefited from the reduction in lexical difficulty, and in most cases the reduction in reverberation time. Reverberation affected children’s speech recognition in AO condition and adults in AV condition. At SNR30, SRB was greater than that at SNR70. Adults showed marginally significant increase in AV integration relative to children. Adults also showed increase in SRB for lexically hard versus easy words, at high level of reverberation. Development of linguistic and cognitive aptitude accounts for approximately 35% of the variance in AV integration, with crystalized and fluid cognition composite scores identified as strongest predictors.
Conclusions: The results of this study add to the body of evidence in support of children requiring more favorable SNRs to perform the same speech recognition tasks as adults in simulated listening environments akin to school classrooms. Our findings shed light on the development of AV integration for speech recognition in noise and reverberation during the school years, and provide insight into the balance of cognitive and linguistic underpinnings necessary for AV integration of degraded speech.
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Yoshida, Reiko Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Overt and covert partcipation of learners in Japanese language classrooms." Publisher:University of New South Wales. Languages & Linguistics, 2008. http://handle.unsw.edu.au/1959.4/41212.
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This thesis investigates corrective-feedback episodes and learners?? private speech in Japanese language classrooms at a university to examine both overt and covert speech of the adult learners in relation to their target language learning. Corrective-feedback episodes between teachers and learners in language classrooms have been focused on as typical interactions in the classrooms and a factor that contributes to learning of target languages. Ohta (2001) found that learners noticed their teachers?? corrective feedback to the other learners and responded to the feedback in their private speech, and that they also repeated others or manipulated sounds or forms by using their private speech. As learners notice a gap between what they actually can produce and what they want to say, when they produce target languages, even without feedback (Swain, 1985; Swain and Lapkin, 1995), learners?? private speech should be examined as well as their corrective-feedback episodes in classrooms. The data were collected from six learners and two teachers at a Level 2 (upper beginning) Japanese course for two semesters (throughout a year). The data are composed of classroom observations, audio and video-recordings of the classrooms, and stimulated recall interviews with both the teachers and the learners following the classroom recordings. All corrective-feedback episodes and the learners?? private speech were transcribed and coded according to error type, corrective-feedback type, types of response to the feedback, and types of the learners?? private speech. The teachers tended to use recasts often because of the time limitation of the classroom teaching and their teaching policy. However, all the learners preferred to be given opportunities to self-correct their own errors before being provided with correct answers by recasts. Private speech had functions of cognitive/metacognitive, affective/social, and self-regulation, which overlapped with each other. The learners were aware of their use of private speech in the classrooms. The teachers sometimes noticed their learners?? use of private speech in the classes. The learners used both Japanese and English as cognitive tools as well as communicative tools. The learners used every opportunity for their learning, by overtly and covertly participating, in the class.
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Walters, Freda Aletta. "Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15754.
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Children who stutter are bullied and teased by their peers, especially in the primary schooling years. The Classroom Communication resource (CCR) was developed as a teacher-administered classroom-based education programme aiming to improve peers' attitudes towards CWS. The focus of this feasibility study was to determine the initial treatment effect of the CCR to improve peers' attitudes towards CWS and the feasibility for a larger scale cluster randomised trial (CRT) in future. Peer attitudes were determined via a Likert scale questionnaire, the Stuttering Resource Outcomes Measure (SROM), completed by primary school learners. Aim one was to establish if the SROM was a valid and reliable outcomes measure. Aim two utilized a quantitative, CRT design with a control group to describe the direction and magnitude of changes in 196 Grade 7 peers' attitudes towards CWS following the administration of the CCR. It also determined whether the changes were linked to gender or having exposure to a person who stutters. The evidence confirmed that the SROM was a valid and reliable outcomes measure. Attitude changes after the administration of the CCR were analysed through inferential statistics. A significant positive change in SROM scores was found in the experimental group (p=0.005) when compared to the control group (p=0.41). Females had a greater magnitude of change in SROM scores after the administration of the CCR compared to males. Participants with prior exposure to a person who stutters held more positive attitudes towards CWS at pre-test. The magnitude of positive change in SROM was greater in participants who did not have prior exposure to a person who stutters (p=0.007). The study indicated initial positive treatment effect of the CCR and implications for the feasibility of a larger CRT is discussed.
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Miley, Knipple Janel. "The Feldenkrais Method in the Voice and Speech Classroom: Intertwining Linklater Voice and the Feldenkrais Method." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5351.
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Abstract
INTEGRATING THE FELDENKRAIS METHOD INTO THE VOICE AND SPEECH CLASSROOM: INTERTWINING LINKLATER VOICE AND THE FELDENKRAIS METHOD
By Janel R. Miley Knipple, MFA
A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University.
Virginia Commonwealth University, 2018.
Major Director: Karen Kopryanski, Head of Voice and Speech, Assistant Professor
Department of Theatre
Proprioception and kinesthetic awareness are important factors in actor training as performers strive to increase their physical and vocal prowess in order to respond to the demands of roles. The Feldenkrais Method, a somatic approach to learning that promotes greater awareness, has been utilized in actor training for decades; however, the historical details, measurable impact, and benefits of the Feldenkrais Method in this field have been largely undocumented. In this thesis, I will examine the history of the Feldenkrais Method, particularly considering interactions between theatre artists and Feldenkrais.
In addition, I will suggest new possibilities for creating a voice and speech curriculum that integrates the Feldenkrais Method, providing both historical precedents and current findings to support the efficacy of incorporating the Feldenkrais Method into actor voice and speech training. Referencing experiences of how the Feldenkrais Method and the Linklater Progression have worked together to improve my own acting and teaching, I will conclude with a strategy on incorporating the Feldenkrais Method into voice and speech training.
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Zylich, Brian Matthew. "Training Noise-Robust Spoken Phrase Detectors with Scarce and Private Data: An Application to Classroom Observation Videos." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1289.
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We explore how to automatically detect specific phrases in audio from noisy, multi-speaker videos using deep neural networks. Specifically, we focus on classroom observation videos that contain a few adult teachers and several small children (< 5 years old). At any point in these videos, multiple people may be talking, shouting, crying, or singing simultaneously. Our goal is to recognize polite speech phrases such as "Good job", "Thank you", "Please", and "You're welcome", as the occurrence of such speech is one of the behavioral markers used in classroom observation coding via the Classroom Assessment Scoring System (CLASS) protocol. Commercial speech recognition services such as Google Cloud Speech are impractical because of data privacy concerns. Therefore, we train and test our own custom models using a combination of publicly available classroom videos from YouTube, as well as a private dataset of real classroom observation videos collected by our colleagues at the University of Virginia. We also crowdsource an additional 1152 recordings of polite speech phrases to augment our training dataset. Our contributions are the following: (1) we design a crowdsourcing task for efficiently labeling speech events in classroom videos, (2) we develop a neural network-based architecture for speech recognition, robust to noise and overlapping speech, and (3) we explore methods to synthesize new and authentic audio data, both to increase the training set size and reduce the class imbalance. Finally, using our trained polite speech detector, (4) we investigate the relationship between polite speech and CLASS scores and enable teachers to visualize their use of polite language.
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Dodson, Eric Dean. "Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1639.
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This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order to better understand which high-value vocabulary students might acquire through attending to the teacher and noticing words that are used.
Vocabulary acquisition is important for English for Academic Purposes students, given the vocabulary demands of academic language. The Academic Word List (Coxhead, 2000) has been shown to include important vocabulary in written academic texts, and has become a standard part of English for Academic Purposes curricula and pedagogical materials. Although explicit vocabulary instruction is important, research has shown that large amounts of vocabulary may be acquired incidentally by attending to meaning. Classroom instruction provides a great deal of input, and could potentially offer a chance for students to encounter and begin to learn academic vocabulary through incidental acquisition. However, existing research on incidental vocabulary acquisition in classrooms has focused on adult instruction and English as a Foreign Language settings, resulting in a lack of evidence about English for Academic Purposes classrooms.
To respond to these needs, this study analyzes the occurrence and repetition of Academic Word List items in the teacher's speech throughout two weeks of a course in an intensive academic English program in the United States. Two weeks of naturalistic class recordings from the Multimedia Adult Learner Corpus were transcribed and analyzed using the RANGE program to find the number of academic vocabulary types in the teacher's speech and how often they were repeated. Additionally, I derived categories of classroom topics and coded the transcribed speech in order to investigate the connection between topics and academic word use.
Academic Word List items are present in the teacher's speech, although they do not constitute a large proportion overall, only 2.8% of the running words. Most of the AWL types relate to specific classroom topics or routines. There are 13 AWL types repeated to a high degree, and 26 AWL types repeated to a moderate degree. These items are the most likely candidates for incidental vocabulary acquisition, though there is evidence from the videos that most of the students already understand their general meanings. It is unlikely that students could learn a great deal about AWL items that they were not already familiar with. However, it is possible that the teacher's speech provides incremental gains in AWL word knowledge.
These findings show that there may be a substantial number of AWL items that students learn about even before explicitly studying academic vocabulary. Teachers should try to draw out students' familiarity with these forms when explicitly teaching AWL vocabulary in order to connect familiar words with their academic meanings and uses.
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Persson, Joakim. "Speech and Gender in the English as a Second Language Swedish High School Classroom: a Sociolinguistic Study." Thesis, Högskolan i Gävle, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26140.
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Gender dominance has been the focus of research in recent years. However, this research was conducted in countries with less progressive stances towards gender equality than Sweden. This paper focuses on gender equality in the Swedish high school English as a second language classroom. A mix of quantitative research, empirical analyses using modern technology and qualitative interviews were conducted. This approach focused upon students’ views regarding gender and speech dominance and how these views correlate with the views of the teachers. Furthermore, the quantitative amount of spoken language output was measured to confirm informants’ views about speech dominance. Three informant groups were interviewed and observed. For a myriad of reasons, it was impossible to come to a definite conclusion regarding speech and gender equality. However, it is clear that floor-time is a vital factor for students’ learning, meaning that it is important that second language teachers are aware of the issues raised.
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Zacharias, Stephanie R. "Middle and High School Teachers' Perceptions towards Adolescent Females with A Voice Disorder: A Handicap in the Classroom?" University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291151828.
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Cummins, Katherine E. "The Effect of a Canine Visitor on Social Communication Skills in a Preschool Classroom Setting: A Feasibility Study." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396454740.
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Fung, K. W. "A study of the effect of anxiety in a drama-oriented second language classroom." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31681967.
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Rylander, John William. "EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/474057.
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Applied LinguisticsPh.D.
This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of sustained, explicit instruction. Operationalized as a composite construct in the theory of communicative competence, pragmatic awareness includes knowledge of pragmalinguistic forms and sociopragmatic features, with sequential action events representing the former and relationship status categories the latter. Research questions for each study focus on gains learners revealed on a video-based pragmatic awareness assessment instrument delivered in pretest-posttest format. Data collection occurred from fall semester 2013 to spring semester 2015 in one single-sex junior/senior high school and two co-educational universities, one with a first-year focus group and the other with a second-year group, with participates across the contexts enrolled in 1 of 12 intact classes ranging in size from 23 to 33. At each site, data collection included response behaviors for comparison counterfactual groups. Data for the primary analyses of each study were subjected to a one-way ANCOVA. Results revealed a significant difference between the treatment group performances compared to a counterfactual group from each institution: Study 1, F(1,152) = 5.86, p = 0.02; Study 2, F(34, 115.28) = 5.71, p = 0.02; and Study 3, F(3, 77.30) = 8.04, p < 0.00. Relationship strength between the factor levels and the dependent variable, as measured in partial eta squared, accounted for 4%, 14%, and 16% of the variance, respectively. In Study 3 a Bayesian confirmatory analysis revealed that the least explicit treatment, one involving only a focus on pragmalinguistic input, showed the greatest gains. Implications for the three studies are: (a) pragmalinguistic and sociopragmatic categories reveal difficulty hierarchies, with particular sequential action events and relationship status categories consistently more challenging than others; (b) learners display differential awareness of pragmalinguistic and sociopragmatic sub-constructs, with the former registered as more difficult; and (c) explicit instruction on a limited number of pragmalinguistic categories might result in spillover learning effects to other, untaught categories.
Temple University--Theses
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Smith, David Bryan. "Taking students to task: Task-based computer-mediated communication and negotiated interaction in the ESL classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289747.
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This dissertation reports on an investigation of task-based, synchronous, computer-mediated communication (CMC) and its relationship to second language lexical acquisition among learners of English. Over the course of one university semester, twenty-four intermediate-low and intermediate level non-native speakers of English from the English Language Center at Michigan State University engaged in multiple communicative tasks in pairs using ChatNet, a browser-based chat program. One of the overarching objectives of this study was to evaluate the viability of implementing computer-mediated communicative language learning tasks as a tool for promoting language learning in the ESL classroom. This study also sought to explore how intermediate level international ESL students collaborate in reaching mutual understanding, and whether and how they negotiate meaning when communication problems arise while engaged in these CMC tasks. Another purpose of this study was to test existing frameworks used to describe student interaction and negotiation, as well as to explore the role of task type in learner-learner CMC. Finally, this study sought to determine whether task-based CMC could help us establish a more direct link between negotiated interaction and lexical acquisition. A detailed analysis of the chatscripts as well as the pre- and post-test measures provide strong evidence that learners use a wide variety of communication strategies in an effort to smoothly navigate computer-mediated conversations while engaged in language learning activities. Learners were also found to negotiate for meaning when problems in understanding arose in ways that are similar to those observed in the oral interaction literature. Task type was found to influence learner choices in dealing with unknown lexical items as well as the overall amount of negotiated interaction learners engaged in. Moreover, based on the pre- and post-tests, this study provides strong evidence for a more direct link between negotiated interaction and second language acquisition, specifically the acquisition of lexical items. Post-treatment questionnaire and interview data suggest that learners, while engaged in task-based CMC activities found the experience valid, useful, enjoyable, and virtually stress-free. Based on the findings above, this study concludes that task-based CMC is a viable and effective toot for promoting language development in the intermediate-level ESL classroom. This is especially true when learners are engaged in those tasks that have been shown to elicit high levels of negotiated interaction. Further, in view of the favorable ratings by students, task-based CMC seems to offer a positive affective environment, which compliments the communicative language learning experience.
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DeBoer, John Kenneth. "Camping in the Classroom: Ridiculous Theatre as Serious Drama." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/874.
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My first semester pursuing my MFA in Voice and Speech Pedagogy I vocal-coached an openly gay student playing a straight character who would mask his sexual identity in such a manner that his performance became stiff and uninteresting. Rather than using his personal identity as an asset in the pursuit of a successful performance, his chosen vocal tactics removed any sense of theatricality from his performance. I confronted the student and suggested such extreme vocal suppression diminished the quality of his overall performance. He replied, "So you want me to get the gay out."His use of the phrase, "get the gay out" to describe a fuller adaptation of his sexual identity to suit the character fascinated me and led to me to create a performance seminar course that used open acknowledgment of Camp performance styles as a valuable way to prepare students, gay or straight, for careers on the stage and screen. This thesis is a record of the course taught in the spring of 2007; CAMP: RIDICULOUS THEATRE AS SERIOUS DRAMA.
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Lacoste, Veronique. "Learning the sounds of standard Jamaican English: Variationist, Phonological and pedagogical perspective on 7-year old children's classroom speech." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494349.
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Lacoste, Véronique. "Learning the Sounds of Standard Jamaican English : Variationist, Phonological and Pedagogical Perspectives on 7-Year-Old Children's Classroom Speech." Montpellier 3, 2008. http://www.theses.fr/2008MON30109.
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Cette thèse de doctorat est une étude phonologique et phonétique de l'anglais jamaïcain "normé" (Standard Jamaican English) et de son apprentissage par des enfants de 7 ans en milieu scolaire. Son approche variationniste permet de contraster la prononciation de ces enfants à celle de leurs professeurs qui représentent un modèle linguistique à reproduire. L'acquisition de la forme orale de cette norme est examinée à l'intérieur d'un cadre typique de production-reproduction, essentiel à l'enseignement des sons d'une langue cible. Les caractéristiques phonologiques étudiées concernent les groupes consonantiques finaux, les contrastes acoustiques de la durée des voyelles en position finale (accompagnés d'observations sur quelques aspects de l'accent toniqueutilisés en classe), et le système vocalique. La thèse s'inscrit dans le cadre théorique du Paradigme Variationniste et Quantitatif (élaboré notamment par William Labov), des théories fondées sur les usages (le Usage-based Model de Joan Bybee, entre autres) et de la théorie des Exemplaires (Exemplar Model). L'intégration d'hypothèses émises par ces modèles permet de montrer les mécanismes d'apprentissage d'un exemplaire phonétique et, par extension, le développement de la conscience socio-linguistique, qui est en partie stimulée chez les enfants par la variation socio-stylistique rencontrée dans leur environnement linguistique immédiat, c'est-à-dire à travers le discours de leur professeur en classe. Ces domaines confortent l'existence d'information de type phonétique et probabiliste dans les représentations lexicales des locuteurs-apprenants. En outre l'aspect linguistique de la thèse, l'étude de la relation entre pédagogie et usage oral de la variété "normée" permet de mieux comprendre le processus d'apprentissage de cette variété à l'école primaire, et propose au Ministère de l'Éducation de la Jamaïque une nouvelle base de données essentielle pour affiner le profil phono-lexical des enfants de 7 ans, à un âge où leur situation socio-linguistique se développe considérablementThis thesis investigates variation in the classroom speech of 7-year-old children learning Standard Jamaican English (SJE) as a second language in three rural Jamaican primary schools. I employ variationist, quantitative methods to measure their (and their teachers) production of two salient classroom speech variables : word-final (-t, -d) consonant clusters and word-final vowel duration contrasts (including exaggeration of the stress correlates, and vowel quality). The children's reproduction of targeted speech is studied within a modelling-replication framework : Grade 2 teachers use certain speech patterns to mark SJE and/or Classroom speech, with a view to stimulating the children's awareness of the relationship between these patterns and the context of usage to which they appropriately belong - that is, according to style. The theorical framework of the thesis pertains to the Variationist and Quantitative Paradigm as elaborated by William Labov, the Usage-based Model proposed by Joan Bybee and her colleagues, and the Examplar Model. The incorporation of hypotheses advanced by these models eases one's understanding of the learning mechanisms of phonetic exemplars in class, and by extension, the children's development of sociolinguistic awareness, which is partly stimulated by socio-stylistic variation that they encounter in their immediate linguistic environment, i. E. Primarily through their teachers's speech. These research domains support the existence of phonetic and probabilistic information in speakers's mental representations. Beside the linguistic aspect of the thesis, the study of the relationship between pedagogy and spoken usage of SJE sheds light on the different learning mechanisms of this variety at the primary school level. It also provides the Jamaican Ministry of Education a novel database crucial for delineating the phono-lexical profile of 7-year-olds, at a stage where their socio-linguistic situation is developing considerably
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Maziani, Anastasia. "Classroom Discourse and Aspects of Conversation Analysis : A qualitative study on student-to-student interaction during group discussion in EFL classrooms." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45089.
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This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.
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Bowman, Rebecca Jane. "A Comparison of Two Models Used to Predict Student Strategy Choice for Classroom Conflicts." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1124736662.
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Wetherbee, Benjamin James. "Toward a Rhetoric of Film: Theory and Classroom Praxis." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313119045.
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Almqvist, Whilma. "“if you have really good ease then you’re extremely fluent.” : An Exploration of Swedish Upper Secondary EFL Teachers’ Views on Teaching Fluency in Speech and Writing." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54711.
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The aim of this project was to analyse Swedish EFL teachers’ methods and opinions regarding teaching fluency in their classrooms. Furthermore, the project aimed at exploring the attitudes towards the importance of including fluency in their language teaching. Previous research suggests that the usage of so-called task based exercises is something that helps in promoting students’ level of fluency. The previous research further suggests that the teaching of effective vocabulary, as well as linking-words, is beneficial for the developments of individual fluency. The method used in the gathering of data was based on qualitative interviews. The interviews were conducted with six EFL teachers at Swedish upper secondary schools. The questions asked during said interviews were of a semi-structured and open-ended nature. This particular structure was chosen in order to encourage the respondents to talk freely, and to combat the sense of there being right or wrong answers to the questions posed. The theoretical framework of the study is based on Burner’s (Nino & Burner, 1978) theory on scaffolding, and Gibbons’ (2015) approach on how to apply this to the EFL classroom. The specific genres of fluency that held the focus of this paper were speech and writing. However, as a result of the data generated by the interviews, the two genres were not, to any significant extent, discussed or handled separately throughout the project. The results of the study shows that the interviewed teachers tend to employ small-group discussions in order to promote fluency in their students. Furthermore, the results show that most teachers are inclined to teach their students different kinds of vocabulary in order to further their students’ abilities. Other findings indicate that students seem to benefit from a safe environment in their classrooms when practicing fluency, this as to not feel exposed in a negative way when they are to perform in front of their peers.
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Karakosta, Efstathia. "Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17325.
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There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.
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Whiteley, Teresa Michelle. "The Effectiveness of a Self-directed Inservice Program to Educate Teachers about the Classroom Needs of Students with Hearing Impairment." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5141.
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Students with mild to moderate hearing losses, and some with severe hearing losses, are mainstreamed in a regular classroom for all or part of the day (Martin, Berstein, Daly & Cody, 1988). While these students may require special education services, the classroom teacher plays a vital role in the overall education and daily management of a child with a hearing impairment (Hass, 1987). Villa (1989) reported that many school employees have not received adequate training to educate these students. Therefore, it becomes the school's responsibility to educate teachers through a comprehensive inservice training program. One format for providing such a program is a self-directed inservice program. This approach can be utilized as a cost-effective means of meeting the professional needs of educators, although little is known regarding its' effectiveness to train teachers about the needs of students with hearing impairments. To address the effectiveness of a self-directed inservice approach, a comprehensive self-directed inservice program which provides information about hearing loss, behavior manifestations of children with hearing impairment, hearing aid maintenance, and mainstreaming was developed. This program was designed to educate teachers about the classroom needs of students with hearing impairment. A group of 20 teachers were randomly assigned to either the experimental group, which received the inservice program or control group, who read a brief article. A post test was administered to both groups, and the experimental group also answered a questionnaire regarding the inservice program. The results revealed a significant difference in the basic knowledge of regular education teachers about the classroom needs of students with hearing impairments for those receiving the program. This suggests that a self-directed inservice program is a viable method of educating teachers about the needs of students with hearing impairments.
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Fung, K. W., and 馮健慧. "A study of the effect of anxiety in a drama-oriented second language classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31681967.
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Aslan, Erhan. "International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6063.
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International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study examined the underlying factors in ITAs communication anxiety and willingness to communicate in the US classroom and how these factors explained their pragmatic competence, which refers to the ability to use language in socially appropriate ways. A total of 289 ITAs participated in the study. To measure their judgement of appropriateness, a pragmatic appropriateness test was designed. The speech act production was elicited through a discourse completion test. Two survey instruments were designed to measure ITAs’ classroom communication anxiety and willingness to communicate. The major underlying factors from the exploratory factor analysis performed on the survey responses were ‘ease of communication,’ classroom management anxiety,’ ‘fear of warning,’ and ‘willingness to interact with students’. A six-predictor multiple regression analysis revealed that linguistic competence was the most important factor contributing to pragmatic competence. Other factors such as ease of communication and willingness to communicate positively correlated with pragmatic competence. In addition to quantitative data, qualitative data were collected in the form of classroom observations, field notes, and interviews from a group of ITAs (N = 4) who had also participated in the quantitative part of the study. The analysis of the qualitative data revealed that the situational context of instruction determined the particular communication patterns in different disciplines, specifically the impact of threat posed to the negative and positive face of the discourse participants. Additionally, in conjunction with the quantitative findings, while the ITAs seemed to be generally willing to interact with students, teacher-fronted talk in the form of delivering lectures and self-talk especially in large classes was found to be anxiety-inducing for some of them. Length of residence and opportunities for communication seemed to influence the process of adjustment and acquisition of the classroom pragmatic norms. Finally, ITAs’ perceptions and beliefs about appropriateness seemed to affect their pragmatic performance in the classroom. More specifically, ITAs’ perspectives on education and communication such as moderating the power variable in class and building rapport and interpersonal relationships with students through casual talk seemed to guide their choices of pragmalinguistic forms and politeness strategies. The study offered a number of implications for ITA research and training.
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Ness, Bryan 1976. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10236.
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xiii, 117 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Students who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domain across students with diverse special education identifications. Higher-order cognitive deficits become increasingly relevant as students progress to the secondary level as this transition necessitates the use of more complex organizational schemes to manage increased academic workload. Assignment management is a particularly challenging task for these students as poor organizational skills and lack of strategic approach translate to excessive time spent on assignments, lost materials, and negative attitude toward academic work. There is a growing body of research suggesting interventions targeting self-regulation have potential to improve performance on complex academic tasks such as assignment completion. Broadly speaking, these interventions are referred to as "self-management" strategies and are intended to help students actively reflect on their own cognitive and learning processes while engaged in academic tasks. The purpose of this study was to evaluate the impact of self-management strategy instruction on student "Assignment Attack" and related academic, behavioral, and cognitive variables. This study extended a line of inquiry examining implementation and efficacy of interventions targeting organized, independent student completion of assignments in resource contexts for adolescents who qualify for special education. Utilizing a multiple baseline, across participants research design, this study revealed positive effects of a Self-Regulated Assignment Attack Strategy (SAAS) on assignment attack and teacher-reported student behavior during assignment completion. The results indicated the effect was domain specific with minimal generalized improvement to the other academic, behavioral, or cognitive outcome measures. A discussion of the results is provided focused on the implications of improved assignment attack, generalization, and measurement challenges. Suggestions for further research in this area are provided.
Committee in charge: McKay Sohlberg, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Richard Albin, Member, Special Education and Clinical Sciences; Bonnie Todis, Member, Not from U of 0; Thomas Dishion, Outside Member, Psychology
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Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.
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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.
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Diodato, Denielle. "Speech and language disorders in preschool age children : Picture exchange communication system (PECS), a strategy a regular classroom teacher can implement to improve communication skills /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_dioda_speec.pdf.
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Hultin, Eva. "Samtalsgenrer i gymnasieskolans litteraturundervisning : en ämnesdidaktisk studie." Doctoral thesis, Örebro universitet, Pedagogiska institutionen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-704.
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The aim of this dissertation is to analytically discern different conversational genres within the teaching of literature, organized within the framework of the two school subjects in which Swedish is taught in upper secondary school, and to place this teaching of literature in a historical context by relating it to different conceptions of the Swedish subject. To be able to achieve this aim, a curriculum studies approach is combined with an ethnographical one. The ethnographical part of the study was conducted as a classroom study, including five different classes and teachers talking about literature, which took place during the school year 2003/2004 at three different schools in the middle of demographical Sweden. This part of the study also involved qualitative interviews with teachers and students concerning different factors which might have an effect on these conversations. The conversations of the study can be described as a part of the every-day-life of the teaching of those subjects, as the teachers organised these conversations in a way that they usually organise conversations of literature in their classes. However, what the teachers meant by talking about literature appeared to differ among them so radically that these conversations could be analytically discerned as four different conversational genres: The Teaching Examination, Text Oriented Talk, Culturally Oriented Talk, and Informal Book Talk. These four conversational genres are possible to analytically discern using the didactical tool, the analysis of conversational genres, which is developed in the dissertation in relation to Michail Bakhtin’s theory of speech genres. The curriculum part of the study comprises an analysis in three steps to place the teaching of literature in a historical context. In the first step national syllabuses for the subjects Swedish and Swedish as a second language are analysed. In the second step local syllabuses for the subjects are analysed. Finally, in the third step, the teachers’ thoughts, deliberations and ideals forming their teaching of literature are analysed. The teaching where conversational genres have been analytically discerned could then be related to different conceptions of the subject Swedish: Swedish as a Higher Subject of Bildung, Swedish as a Proficiency Subject, and Swedish as an Experience-based Subject. The analyses and discussions in the dissertation contribute to the discussions in the field of Subject-Didactics on the role of literature and conversation within the subjects of Swedish and Swedish as a Second language. Another contribution of the dissertation is the didactical tool, the analysis of conversational genres, which might be used by researchers and teachers for analysis and reflection on conversations in teaching.
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Bergquist, Simon. "Dealing with foreign language anxiety A study of how English teachers in Sweden help students overcome anxiety in oral presentations in secondary school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84202.
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In this study, I investigate how foreign language anxiety affects students’ performance during oral presentations. The study also explores how secondary school teachers in Sweden work with anxious students before, during and after an oral presentation and what approaches and exercises they find effective to use when doing so. Foreign language anxiety is a relatively new subject within language education and impacts language learning in various, mostly negative, ways. The data is collected from interviews with secondary school teachers in Sweden. The result show how these teachers identify FLA and what effects they believe it has on their students. The result also gives insight into how the teachers approach all three stages of an oral presentation to reduce symptoms that lead to increased anxiety. The study concludes by comparing the teachers’ choices to theories within language teaching to establish a pattern of what strategies are effective when dealing with FLA. In this study, I highlight the benefits of using oral presentations based on research and why every student should be given help to overcome their anxiety, so that they are prepared to use their English in high-pressure situations, such as during an oral presentation.
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Squires, Erika S. "Education and Advocacy for Individuals with Hearing Loss." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470162746.
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