To see the other types of publications on this topic, follow the link: EFL.
Dissertations / Theses on the topic 'EFL'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'EFL.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Min, Chan K. "The effects of assignments in EFL/EFL compositions." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720135.
Full textAbstract:
In ESL writing, a controversy has existed on whether or not an assignment plays an important role when students produce their writings. Plausible arguments have been also made on the matter of amount of information given in a writing assignment. But so far, there have been no convincing data to show a favor of either side in any case.This study is designed to examine the importance of assignment and the relationship between information load and the quality of ESL student writings by analyzing compositions written by ESL students. For the collection of data, 150 students who were randomly selected from two Korean universities. They were asked to write an essay in response to three different types of writing assignments in information load and topic kind.The data were analyzed by two well trained ESL teachers with the method of holistic evaluation. The data were evaluated in nine areas of quality with a binary scale (Yes and No) and in general quality with a 1 to 6 scale. The result of data evaluation was analyzed statistically using SPSS-X. Cross tabulations were used to check for relationship between information load and general impression score, between information load and binary question scores, and between binary question scores and general impression scores. Regression techniques were used to characterize the significant relationships. In performing all calculations, a paper's score will be the sum of the individual graders' scores.The results of data analysis demonstrate that ESL students prefer a subjective topic despite the level of information load. Nevertheless, their preference is not directly related to the quality of their writings. ESL students produce higher quality of writings as they are given less information. Finally, the importance of an assignment in ESL writing classes is supported by the marking of students' higher scores in dichotomous questions.The study also discusses problems and causes of difficulties, in Korean ESL, for utilizing the method of writing education as a means of teaching the English language. The study also points out the importance of a teacher training program and suggests variables which should be considered for producing a better quality teacher training program in the Korean ESL situation.Department of English
2
Mörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.
Full textAbstract:
The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.
3
Kamil, Intissar Sami Abdul-Hafid. "Perceptions of Kuwaiti EFL student-teachers towards EFL writing and methods of teaching and learning EFL writing." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3203.
Full textAbstract:
This thesis focuses on the perceptions of Kuwaiti EFL student-teachers to methods of teaching and learning EFL writing in Kuwait, and the extent to which their perceptions of EFL writing may be affected by these methods. It draws on the finding of ten interviews with student-teachers from one of the higher educational colleges in Kuwait. Students were asked to describe how they perceive EFL writing and methods of teaching and learning practices in their EFL writing classrooms. They were invited to discuss the nature of their teachers’ role in their classrooms and assess the extent to which that role enhanced or undermined their attitudes to EFL writing. Students discussed how they felt about EFL writing and their teaching practices. They discussed ways in which their perceptions of EFL writing could be enhanced and explained how their teaching practices influenced their views of themselves as writers. In the literature, there are no theories for L2 writing to date and L2 researchers have tended to assume that the models of L1 would apply equally to L2 writers, with appropriate modifications. This, it is argued, is not necessarily the case as cultural and language differences between L1 and L2 create difficulties that are not accounted for by L1 research, as L2 writers use their identity and their way of making meaning when they write in L2. The study addresses the gap in L2 writing literature, and more research is needed to understand how to support L2 writers in achieving writing fluency. This research suggests that change is needed in pedagogical practices in the teaching of EFL writing. EFL writing teachers in this study demonstrated little awareness, both of how to acknowledge their students’ out-of-school experiencs of writing and of writing as a social practice. The study recommends that the teaching of writing takes more account of the ‘writing process’ approach, with attention given to pre-writing activities and to revision processes, and that more attention is paid to genres in writing, as socially-constructed forms of meaning-making. It also recommends that teacher feedback is developed to be more purposeful and formative. Writing needs implicit learning and intensive practice and it cannot be acquired like speaking. Through learning EFL learners will be more familier with the structure of EFL language and they will understand how use this structure to acheive different social purposes in particular context of use. Well-rained EFL writing teachers will have the ability to help EFL learners write more efficiently. Thus, this research suggests that the students’ pre-service training programme and teachers’ in-service professional developmental programme for EFL writing need to be seriously improved to cope with the social needs of their students, the needs of their society and the needs of developing education internationally. EFL writing needs to be viewed as a vital communicative medium and students should be taught in a way that helps them interact with others by that medium. This research recommends further studies to explore methods of teaching and learning EFL writing and EFL in general to develop a strong voice in debate, to listen to the voice of EFL students, to enhance the methods of teaching practices, and to increase students’ self-efficacy in their ability to be efficient in their EFL writing in particular, and EFL in general.
4
Lemes, Gabriela de Almeida. "EFL CD-ROMs." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91415.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-23T22:38:51Z (GMT). No. of bitstreams: 1 267115.pdf: 3956890 bytes, checksum: bdcea27722abbcdeee7396e876c437ca (MD5)
The study aimed at mapping the types of language activities of two CD-ROMs, one that accompanies the EFL/ ESL coursebook Interchange Third Edition 1 and one that accompanies the EFL/ ESL coursebook Touchstone 2. To achieve this aim, a framework of types of language activities, based on Hughes and Weir, was created. The analysis of the language activities of the CDs consisted of identifying the main features of each activity, comparing them to the features of the activity types described in the framework and finally, categorizing each activity of each CD as one of the activity types of the framework. The results of the analysis showed that the framework was insufficient because some activities in the CDs did not fit any of the types listed. Also, the results showed that Interchange CD-ROM offers more variety in terms of types of language activities, even though there are more activities in Touchstone CD-ROM. Another finding is that in spite of the variety of types of activities, there are an expressive number of Multiple choice activities in Interchange. Finally, neither of the CDs offers writing activities.
Este estudo teve como objetivo mapear os tipos de atividade de língua encontrados em dois CD-ROMs, um que acompanha o livro didático de inglês como língua estrangeira Interchange Third Edition 1 e outro que acompanha o livro didático de inglês como língua estrangeira Touchstone 2. Para atingir este objetivo, uma taxonomia de tipos de atividades de língua, com base em Hughes e Weir, foi criada. A análise das atividades de língua dos CDs consistiu da identificação das principais características de cada atividade, da comparação dessas características com as dos tipos de atividade descritos na taxonomia e finalmente, da categorização de cada atividade dos CDs como pertencente a um certo tipo de atividade dentre aqueles listados na taxonomia. Os resultados da análise mostraram que a taxonomia foi insuficiente porque algumas atividades encontradas nos CDs não puderam ser encaixadas em nenhum dos tipos listados. Além disso, os resultados mostraram que o CD-ROM da série Interchange oferece uma variedade maior de tipos de atividades, apesar de haver mais atividades no CD da série Touchstone. Outra conclusão é que apesar da variedade encontrada na série Interchange, há um expressivo número de atividades de múltipla escolha. Finalmente, nenhum dos CDs traz atividades de produção escrita.
5
Ruthan, Mohammed Qasem. "English Loanword phonology in Arabic." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1361.
Full textAbstract:
There has been an increase in interest among researchers in the study of loanword phonology, but only limited studies have been carried out on the phonology of English loanwords in Arabic. Thus, there is a need for more linguistic studies to shed light on the borrowing of English loanwords into Arabic. A significant issue that has been the subject of an ongoing debate is whether adaptation processes are part of perception or production. This study investigated the phonology of English loanwords in Arabic. In the process, it discussed the phonetic and phonemic approaches that have been controversial in loanword adaptation. The study questioned whether the absence of phonemes in the Arabic phonemic inventory equivalent to certain English target phonemes affected EFL and ESL learners' pronunciation of English loanwords differently. It also examined whether they substituted phonemes, and if so, whether the two groups of speakers used the same phonemes for substitution or used different ones. A list of 29 loanwords was compiled and used to examine the productions of 15 EFL learners from Salman University and 15 ESL learners from the Center for English as a Second Language in Southern Illinois University. Examining the effects of the Arabic Ll on the production of loanwords via transfer, approximation, the Markedness Differential Hypothesis, and Optimality Theory showed that these English loanwords had undergone certain phonological modifications. Both EFL and ESL learners reflected native Arabic phonological processes, while only ESL learners reflected universal patterns, such as VOT approximation, that followed neither the phonological system of Arabic nor that of English. Consequently, the findings of the study contribute to a better understanding of how both phonology and phonetics are related to English loanwords in Arabic. Further research is suggested to investigate different aspects of loanword phonology, such as the effects of orthography.
6
Wilhelmson, Mika. "Representations of culture in EIL : Cultural representation in Swedish EFL textbooks." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21120.
Full textAbstract:
The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.
7
Gregory, Debra Jane. "The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4836.
Full textAbstract:
The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.
8
Onalan, Okan. "Efl Teachers'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12604872/index.pdf.
Full textAbstract:
This study aims to investigate Turkish teachers&rsquoopinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo
attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms? Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview. The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also reveals teachers&rsquo
positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo
awareness of other cultures and people for intellectual development, and to improve learners&rsquo
communicative competence.
9
Claro, Rita de Cássia Sobreira. "EFL readers' text comprehension." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94026.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010Made available in DSpace on 2012-10-25T05:41:53Z (GMT). No. of bitstreams: 1 289913.pdf: 1836384 bytes, checksum: 6a48f2b2cfc9ec39e8af2d91bfb7848a (MD5)
Este estudo empírico investigou o efeito facilitador de ilustrações na compreensão de texto para leitores de inglês como língua estrangeira. O estudo foi motivado pela necessidade de maior entendimento do tema, tendo em vista ser um assunto atualmente abordado por vários pesquisadores do campo de Linguística Aplicada. A metodologia adotada envolveu a coleta de dados de 13 participantes do curso de inglês extracurricular da Universidade Federal de Santa Catarina, com nível básico de proficiência, correspondente ao terceiro semestre do curso, o qual é composto por seis semestres. Os participantes foram divididos em três grupos pequenos e cada grupo leu o mesmo texto com uma abordagem diferente: O Pre-Reading Group realizou uma atividade pré-leitura com figuras antes de ler o texto; O With-Picture Group leu o texto com as imagens; e o No-Picture Group leu o texto sem imagens. As atividades realizadas pelos participantes consistiram em uma leitura de texto, uma arefa de recordação de conteúdo imediatamente após a leitura, uma tarefa de múltipla escolha, um questionário retrospectivo; uma segunda tarefa de recordação do conteúdo foi realizada uma semana após o primeiro encontro. Os dados foram analisados tanto quantitativamente quanto qualitativamente, examinando-se os resultados das tarefas de recordação do conteúdo lido, os dados da tarefa de múltipla escolha e o questionário retrospectivo. Os achados deste estudo indicam um efeito facilitador das ilustrações na compreensão de leitura quando levado em consideração o uso das imagens como suporte na atividade de pré-leitura. O grupo WPG mostrou melhores resultados no delayed recall quando comparado com o immediate recall. Os resultados gerais sugerem que o efeito facilitador do uso de ilustrações pode auxiliar os leitores de segunda língua (inglês) na seleção de informação relevante, o que pode ajudar na compreensão de texto para alunos/leitores com nível básico de proficiência.
10
Öhman, Elin. "Att inte hämmas när språkkunskaperna brister : En undersökning om lärares och elevers medvetenhet om, och användning av, strategier i muntlig produktion av engelska." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31594.
Full textAbstract:
The purpose of this study is to examine pupils’ and teachers’ perspectives and use of language strategies when speaking English. Questions that will try to be answered are: What are the teachers’ thoughts about language strategies? In the subject English, which strategies do the pupils in 6th grade use? Which strategies to communicate are used most frequently by 6th graders when speaking English unprepared? To answer these questions, interviews with teachers were held. The pupils answered a survey and were observed while talking English. Earlier studies have showed that language learning strategies are an efficient tool for people learning a second language while overcoming their language skills shortcomings that might arise while communicating in a second language. This study concludes that language learning strategies have a significant part to play in the development of a communicative competence. The teachers emphasized the importance of a good learning environment, interaction and pupils’ awareness about the language learning process. The pupils reported that they used strategies such as paraphrasing and body language, which the observation later confirmed.
11
Do, Juhyun. "EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.
Full text
12
Sen, Hulya. "A Comparison Of Efl Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610341/index.pdf.
Full textAbstract:
This study aims to find out teachers&rsquoand learners&rsquo
perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers&rsquo
use of strategy instruction at BaSkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students&rsquo
reported use of LLSs to increase our awareness of students&rsquo
strategy use and needs so that teachers would be able to help learners facing problems in learning English. This study employed both qualitative and quantitative research tools. The relevant data were obtained by means of two questionnaires: a teacher and a student version of Strategy Inventory for Language Learning (SILL, Oxford, 1990), and a semistructured interview. A total of 70 teachers teaching at the English language department of BaSkent University and 100 students studying in the same department were involved in the study. Data collected from the questionnaire were analyzed quantitatively by employing descriptive statistics, such as frequencies, percentages, means, and standard deviations. Content analysis was performed to analyze the interview data. v The results of the study suggest that for most of the items in the strategy inventory, if the teachers are aware of learning strategies, believe in the effectiveness of LLSs instruction and find them easy to apply in the classroom, they may use them more often in their classes. Furthermore, in variance analysis, the only variable that made a difference in teachers&rsquo
perceptions of LLSs was found to be the level of education, Finally, when the teachers&rsquo
and students&rsquo
frequency of LLSs use was compared, it was found out that teachers reported a higher frequency of LLSs use than their learners. However, there was a great similarity between the two parties in terms of frequency of strategy use in the most and least preferred strategy categories. It is essential to find the reasons for the difference in the frequency of LLSs among the two parties before planning a LLSs training.
13
Ayan, Didem. "Promoting Efl Pre-service Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the role of electronic portfolio building in development of self-directed learning by fostering reflective thinking through electronic journals and by compelling individual to take responsibility and control of one&rsquos own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews, and the electronic journals and artifacts demonstrated in pre-service teachers&rsquo
web-based electronic portfolios. The data were collected from eight 4th grade undergraduate pre-service teachers enrolled in School Experience course of the English Language Teaching program at METU during 2008-2009 Fall Term. Electronic portfolios, having the opportunity to provide multimedia displays, allow the pre-service teachers to monitor the outcomes of their learning goals and strategies regularly and by monitoring their studies and reflections they review their own work and have a chance to evaluate their learning and teaching process. Essentially, portfolios transfer the responsibility of learning and decision making to the student with its dynamic process
when students are required to reflect on the information they acquire and on how they acquire this information, they begin to accept their learning practice as a process under their control. This study recognizes the notion that information and communication technologies are crucial to teacher education for both learning and teaching
and takes the constructivist stance that using ICTs tools, mainly electronic portfolios in this case, enhances reflective thinking, authentic self-assessment, self-management, and ownership over learning process and facilitates technological competence which all in all foster self-direction in learning.
14
Brusokaitė, Evelina. "Gender representation in EFL textbooks." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130731_151659-54206.
Full textAbstract:
The aim of the research was to determine gender representation in the Lithuanian, British and Argentinian EFL textbooks. To achieve the aim, EFL textbooks circulated in Lithuania (Super English 4), the UK (Speakout) and Argentina (My Life 2) were analyzed with regard to social and linguistic aspects of gender representation. The methods chosen for the study were content analysis and the calculation of the relative frequency of occurrence. The results revealed that the Lithuanian EFL textbook depicts females in a stereotyped way with regard to household duties and frequently uses compound nouns and proverbs or sayings comprising a word man which is used in its generic meaning. Moreover, the content analysis of illustrations in the British EFL textbook revealed that males dominate the labour market. Furthermore, the analysis of verbs used to define gender in the British EFL textbook demonstrated that females are involved in more various mental processes in relation to males. In the Argentinian EFL textbook females are excluded from the field of IT; however, they are not associated with the domestic sphere. In addition, the Argentinian EFL textbook can be treated as the best-balanced textbook with regard to gender-biased use of language. Further studies can examine other aspects of gender representation and cover wider range of EFL textbooks.Šio tyrimo tikslas buvo nustatyti lyties įvaizdžius anglų, kaip užsienio kalbos, vadovėliuose, išleistuose Lietuvoje, Didžiojoje Britanijoje ir Argentinoje. Vadovėliai buvo nagrinėjami atsižvelgiant į socialinius ir kalbinius lyties vaizdavimo aspektus. Vadovėlių pasirinkimas buvo pagrįstas galimybe palyginti lyčių įvaizdžius ir kalbines jų raiškos priemones skirtinguose regionuose. Tyrime buvo naudojami kiekybiniai ir kokybiniai tyrimo metodai. Turinio analizės metodas buvo naudojamas analizuojant kalbines priemones bei paveikslėlius kontekste; kiekybiškai buvo skaičiuojamas tiriamas santykinis dažnumas. Tyrimo rezultatai atskleidė, kad anglų kalbos vadovėlis, išleistas Lietuvoje, pasižymi stereotipiniu moters vaidmens įvaizdžio pateikimu. Moteris yra vaizduojama plaunanti indus, dengianti stalą, gaminanti valgyti, prižiūrinti ir auklėjanti vaikus. Be to, anglų kalbos vadovėlyje, išleistame Lietuvoje, yra didžiausias skaičius sudurtinių daiktavardžių bei patarlių ar posakių, kurie susideda iš bendrai vartojamo abiems lytims žodžio man, taip sumenkinant moters įvaizdį. Anglų kalbos vadovėlis, išleistas Didžiojoje Britanijoje, daug dėmesio skiria su darbu susijusiai veiklai, taip pat pateikia platesnį spektrą profesijų, kuriose yra vaizduojami veikėjai. Tačiau turinio analizė atskleidė, kad vyrai yra labiau matomi darbo rinkos vaizdavime. Taip pat moterims priskiriamos profesijos yra daugiausiai susijusios su menine veikla, tokia kaip dainavimas, vaidyba ir dizainas. Lyčių... [toliau žr. visą tekstą]
15
Mercer, Sarah Jane. "Exploring EFL Learner Self-Concept." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524777.
Full text
16
Kim, Mija. "Expertise in EFL textbook evaluation." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577544.
Full textAbstract:
This thesis reports on a study of expertise in English as a foreign language (EFL) textbook evaluation. So far, studies in the area of EFL textbook evaluation have focused on what evaluators should do, rather than what they actually do. However, this thesis describes the procedures used in practice by a group of teacher evaluators in terms of what they focused on and their manner of doing so, in their actual evaluation of an EFL textbook. The study was conducted in the Korean high school setting, where school teachers are required to choose from among the 'authorised' EFL textbooks approved by the Ministry of Education. The primary heuristic involved in the study was the concept of 'expertise' . The attempt was therefore made to distinguish between the textbook evaluation approach of the research subjects who were conceptualised as, on the one hand, 'expert' evaluators and, on the other, those thought of as 'non-experts'. Thus, twelve Korean EFL school teachers were chosen to evaluate one of the authorised EFL textbooks, and data gathered concerning their evaluations by means of concurrent verbalisation, i.e., the research subjects were audio-taped while providing 'think-aloud' accounts of their evaluation procedures. A 'judgment group', comprising a panel of personnel with distinguished records in the areas of textbook evaluation and production in the Korean context, then examined the data from the evaluations and made judgements on their quality in terms of whether they were considered 'expert', 'non-expert' or 'in- between' the two. The transcripts of the evaluation session tapes were coded using a 'grounded' approach, in order to distinguish the features attaching to each of the three main categories of evaluators. The analysis indicated that the expert evaluators evaluated at a much deeper level than the non-experts, as evinced by what they considered, what their priorities were, and the nature of the cognitive activities they used. The study is seen to have pedagogic implications for both textbook development and teacher development, as well as for the development of a research framework that bridges a current gap in textbook evaluation studies. It is also seen as contributing to widening the potential for the application of an expertise perspective within applied linguistics in general.
17
Maroulis, Dimitris. "Language learning strategies in EFL." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434263.
Full text
18
Ivanov, Sergej. "Discourse Analysis in EFL Reading." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31070.
Full textAbstract:
The purpose of this degree project is to find out what opportunities discourse analysis offers in teaching EFL reading. It aims at determining what areas of discourse analysis are relevant to teaching EFL reading at Swedish upper-secondary school as well as identifying what language teachers and learners can borrow from the linguistic study of text and discourse and make use of in the language classroom as well as outside it. The degree project is based on secondary research on discourse analysis within the selected works in applied linguistics, language teaching, and social sciences. The sources are reviewed critically and the results are presented. The degree project emphasises the role of discourse analysis in the shift from English being a purely proficiency-oriented subject to being a democracy-oriented subject.
19
Braga, Maria do Carmo de O. "Humor in the efl classroom." Florianópolis, SC, 2000. http://repositorio.ufsc.br/xmlui/handle/123456789/78536.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-17T15:39:43Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T17:09:51Z : No. of bitstreams: 1 170590.pdf: 2930225 bytes, checksum: bcd7c5afd9dbaf291df2153a5dbd34ca (MD5)
Esta pesquisa descreve a interação de sala de aula occorrida naturalmente na aula de inglês como língua estrangeira. A investigação basea-se em métodos etnográficos (Erickson & Shultz, 1981; Erickson, 1992) e segue a perspectiva teórica da Sociolingüística Interacional, com o intuito de analisar a linguagem em um contexto da aula de inglês como língua estrangeira. Primeiramente, justifico meu interesse pelo tópico da motivação e da postura e, em seguida, proponho a abordagem do mesmo sob uma perspectiva sociolingüística, através da análise de situações de humor que ocorrem durante atividades de correção. Em seguida, na revisão da literatura, discuto os conceitos tradicionais e as novas perspectivas relativas ao tópico. Na próxima seção, exponho os procedimentos metodológicos utilizados na pesquisa, descrevendo as etapas que sigo para a coleta e análise dos dados. Na primeira seção do capítulo da análise, classifico e descrevo seis de participação que foram encontradas nos segmentos analisados. Na segunda seção, treze segmentos nos quais ocorrem situações de humor são analisados.
20
Rosa, Márcia de S. Thiago. "Conversational strategies in EFL setting." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79635.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-18T06:05:56Z (GMT). No. of bitstreams: 1 188704.pdf: 402144 bytes, checksum: fd0ce09e24f926a66a569fcc1fd234ef (MD5)
Este estudo examina como se desenvolve a conversação em sala de aula numa escola particular de inglês. Seguindo os passos de uma pesquisa desenvolvida por Bergvall & Remlinger (1996) na Universidade Tecnológica em Michigan e com base na teoria sobre linguagem e gênero e sobre os papéis que o gênero ocupa em sala de aula, descrevo alguns exemplos de conversação ocorridos em sala e identifico estratégias e comportamentos usados pelos alunos. No desenvolvimento desta pesquisa focalizei minha atenção na identifição de papéis tradicionais de gênero masculino e feminino em salas de EFL (inglês como língua estrangeira). A fim de tirar conclusões sobre a participação dos estudantes, utilizei métodos quantitativos e qualitativos. Através do método quantitativo, observei que os participantes do sexo feminino ocupavam menos espaço em conversações do que os participantes do sexo masculino. Porém, sabendo que a simples contagem de palavras dos alunos e alunas não é suficiente para que se tenha uma idéia mais exata sobre a participação dos estudantes, privilegiei os resultados obtidos através de métodos qualitativos, entre os quais: transcrição de gravações de aulas, informações obtidas nas entrevistas individuais com os alunos, observações anotadas durante a assistência de aulas e a natureza positiva ou negativa das estratégias usadas pelos alunos, respectivamente: Tarefas-continuativas e Tarefas-divergentes (Bergvall & Remlinger, 1996). A análise qualitativa demonstrou que, apesar das alunas deste grupo terem participado ativamente das conversações, fazendo perguntas desafiadoras e tendo muitas e longas falas, estas alunas também lutam contra o ainda remanescente domínio masculino no sistema de educação. Concluo esta dissertação reforçando a importância de se desenvolver estudos sobre os papéis que os gêneros masculino e feminino desempenham em sala de aula para que se mostre aos educadores e alunos que as estratégias positivas de conversação resultam em aulas mais construtivas. Também reforço a importância da conscientização em relação à posição da mulher em sala de aula a fim de que mudemos este quadro.
21
Sardo, Claudia Estima. "An EFL student-generated syllabus." reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157786.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T18:04:13Z (GMT). No. of bitstreams: 1 95701.pdf: 2994303 bytes, checksum: d8e166a784bc3aa673478453bde9c7cd (MD5) Previous issue date: 1993
Na área de estudos da aquisição de uma segunda língua, os pesquisadores têm discutido a respeito dos insumos linguísticos sob duas pespectivas: do tipo e seu efeito na aprendizagem. Quanto ao tipo de insumos, a literatura tem abordado, entre outros aspectos, o discurso do professor, a fala modificada, o maternales, livros texto e matérias de ensino autênticos. A relação entre insumos que são gerados espontaneamente pelos alunos. O objetivo deste estudo é observar o insumo gerado por um grupo de alunos quando aprende inglês através do método comunitário. Os dados indicam que os alunos deram pouca atenção à expansão do vocabulário e à análise gramatical de estruturas. O método mostrou-se estimulante para a aprendizagem e os resultados mostram que o grupo estava pronto para assumir as suas próprias responsabilidades na criação dos insumos necessários para a aprendizagem.
22
Ström, Victoria. "Preposition Selection in EFL by Swedish EFL Learners : An exploratory study investigating language transfer and the impact of implicit and explicit knowledge in EFL." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104742.
Full textAbstract:
This study investigates how learners of English as a foreign language (EFL) whose first language (L1) is Swedish select prepositions in the English language. The study involves two groups, the participants and their respective controls. The participants are advanced EFL students at a Swedish university and their controls are intermediate EFL speakers who are no longer enrolled in an EFL course. The aim of the present psycholinguistic investigation is to elucidate the process of the preposition selection in EFL by means of a think-aloud-protocol. The present study involves the assumption that preposition selection by Swedish EFL learners is based on both implicitly and explicitly acquired knowledge. Data analysis indicates that the participants’ EFL preposition selection is influenced by their L1 knowledge. The results suggest that EFL preposition selection does not differ significantly between the two groups. However, the results are indicative of a variation in EFL preposition selection between the two groups in an EFL proficiency test and a think-aloud-protocol.
23
Petersén, Tuva. "The relationships between foreignlanguage anxiety, motivation, andachievement in an EFL context." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40396.
Full textAbstract:
This study investigates the relationships between foreign language anxiety (FLA), motivation and achievement in EFL-learners in secondary and tertiary education. Research previous to 2009 generally reaches the conclusion that learners with more motivation have less FLA and higher achievement, and learners with more FLA have lower motivation and achievement. The present study synthesises eight studies from late 2009 to 2020, and it was found that although six studies are generally in accordance with the earlier research, they disagreed with one another concerning what motivational and FLA subscales were most related. Some differences in the conclusions of the studies are theorised to be due to the different motivational constructs the studies focused on. All studies also failed to show a cause-and-effect relationship between any of the variables or agree on the extent to which they were related. This suggested the advantage of looking at the variables as part of a dynamic system, in which all the variables affect one another, and the relationships are constantly changing. Further research was suggested in the area of FLA to identify its factors and which learners suffer from it.
24
Selcuk, Hasan. "Teaching Oscar Wilde’s Short Story “The Selfish Giant” to Young ESL/EFL Learners through Reader Response Approach." Thesis, Högskolan Dalarna, Engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:du-4185.
Full text
25
Johnston, Nicole R. "Understanding the information literacy experiences of EFL (English as a Foreign Language) students." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71386/3/Nicole_Johnston_Thesis.pdf.
Full textAbstract:
This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, understanding, accessing and translating information.
26
Haslam, Naomi Ofeina. "The Effect of Language Aptitude and Strategy Use on ESL and EFL Learners' Pronunciation Proficiency." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/8850.
Full textAbstract:
The purpose of this study was to determine whether language aptitude and the use of language strategies predict pronunciation gains in second language (L2) acquisition. A second goal was to determine whether these factors differed depending on whether learning occurred in an English as a second language (ESL) or English as a foreign language (EFL) learning context. Eighty-six ESL students in the United States and one hundred EFL students in China were asked to take the Pimsleur language aptitude test. The top 15 or 16 and lowest 15 or 16 scorers on this test from each group were asked to complete a test of pronunciation proficiency and a pronunciation strategies inventory at the beginning and end of a 10-week speaking class in which they were enrolled. The pre and post pronunciation tests were rated and pronunciation proficiency gains in global foreign accent, fluency, comprehensibility and accuracy were compared to both Pimsleur test scores and use of pronunciation strategies before and after training. Results indicated that general language aptitude did not predict pronunciation gains regardless of type of setting (ESL or EFL), but that auditory aptitude may be linked to pronunciation proficiency. Analyses revealed that specific pronunciation strategies were strong predictors of pronunciation gain for comprehensibility and accuracy gains. The findings for this study suggest that pronunciation strategies seem to play a bigger role in pronunciation improvement than language aptitude and are effective in both ESL and EFL settings.
27
Liang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215226.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
28
Azuma, Masumi. "Metaphorical competence in an EFL context : the mental lexicon and metaphorical competence of Japanese EFL students." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/11894/.
Full textAbstract:
This thesis on metaphor and metaphor study covers theoretical and practical issues in the past and the present both in the occidental and oriental worlds. Metaphor in rhetoric, cognitive and applied linguistics is described briefly, mostly as a theoretical issue. It states that metaphor was treated as part of rhetoric in the past, however, recently it has developed more broadly into a facet of human cognition. As a practical issue, professional studies assessing metaphorical competence are highlighted, which inform the measurement of metaphorical competence of Japanese learners of English (Japanese EFL students, hereafter). The author developed her original measurement instruments (tests and evaluations of metaphorical competence) to assess the receptive and productive metaphorical abilities of Japanese EFL students. The tests aims to measure Japanese EFL students' metaphorical competence and discover the answers to what factors affect their comprehension and use of English metaphorical expressions and what kinds of metaphorical expressions are salient or opaque for them. This study showed that the Japanese EFL students' receptive ability was better than their productive ability. It further indicated that the size of their mental lexicons, the elasticity of their linguistic ability, the degree of semantic expansion, and their cognitive flexibility (e.g. analogical reasoning, mapping and networking) were important factors affecting their ability to handle metaphorical expressions. Another important discovery was that L1 transfer might play an ambivalent role. As for the salience and opacity of metaphorical expressions, the degree of clarity of expressions was an important element. For example, the expressions with images easy to visualise were the easiest for the Japanese EFL students to understand and use metaphorically. The highly conventional idioms involving metaphorical meanings were problematic for them to understand and especially to use.
29
Henriksson, Martina. "Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19886.
Full textAbstract:
This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.
30
Kolesova, Valeriia. "Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34552.
Full textAbstract:
This mixed methods study aimed to provide some validity evidence for the use of the ESL sociopragmatics test developed by Roever, Elder and Fraser (2014) for formative purposes. The test developers recommend further validation of the tool, originally developed for the Australian context. In this study, the test items were used to reveal areas of weakness in sociopragmatic knowledge in a group of learners of an academically oriented English Intensive Program in Canada. Analysis of the test scores revealed a lack of knowledge of norms of appropriateness and politeness in English, which was further targeted with an instructional unit informed by the items of the test. Two weeks after the instructional unit was delivered, the participants were asked to complete a follow-up questionnaire. The questionnaire results provided insight into the participants’ perceptions of usefulness of the instructional unit. The learners found explicit instruction on ESL sociopragmatics useful for their language learning experience as well as day-to-day interactions in English. Particularly, they claimed to feel more confident communicating in English after receiving explicit instruction on ESL sociopragmatics. They were able to use information from the lesson in situations such as talking to their language instructors, communicating with university personnel, and participating in service encounter interactions. Therefore, the test proved to have potential for developing instructional materials in an academic context. Based on the findings of the study, suggestions on incorporating sociopragmatic competence into the institution’s EAP curriculum were made.
31
Seo, You-Mi Elena. "English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308255584.
Full text
32
Karakaya, Duygu. "Non-native Efl Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613698/index.pdf.
Full textAbstract:
Firstly, in this study, foreign language listening and speaking anxiety levels of the non-native EFL instructors working at preparatory schools of two state and two private universities in Turkey were discovered. Next, if their L2 learning contexts, English-speaking country experience, the length of their teaching experience and the institution they work at affect their listening and speaking anxiety levels was scrutinized.
Secondly, these EFL instructors&rsquoperceived competencies in teaching listening and speaking skills were identified. In addition, the effect of different variables on their perceived competency levels such as their undergraduate departments, their participation in graduate studies and in-service teacher training programs, the length of their teaching experience and also the institutions where they work was analyzed. Besides, the relationship between the listening and speaking anxiety levels of these instructors, and their self-reported competency levels in teaching these skills was explored. Finally, this study identified the EFL instructors&rsquo
frequency of addressing listening and speaking skills in listening and speaking tasks in the lessons according to the curriculum of the institution where they work in order to discover its relationship with the instructors&rsquo
perceived competency levels in teaching these skills. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews, both of which were used in a complementary fashion in this study. In addition, a total of 150 non-native EFL instructors participated in the questionnaire phase of the study and nine instructors from the participant universities were interviewed. The findings of this study indicated that the participant instructors experience moderate level of foreign language listening and speaking anxiety. Moreover, these instructors&rsquo
L2 learning contexts, English-speaking country experience and their length of teaching experience significantly influence their foreign language listening and speaking anxiety levels. Furthermore, the instructors perceive themselves as competent in terms of teaching listening and speaking skills and their participation in in-service teacher training programs, graduate studies and their length of teaching experience were found to be the contributors of their competence. In addition, a moderate level of negative relationship between foreign language anxiety levels of the instructors, and their self-reported competencies in teaching listening and speaking skills was identified. Finally, a positive relationship was explored between the frequency of the instructors&rsquo
addressing listening and speaking skills in the classroom considering the curriculum of their institutions and their perceived competency levels in teaching these skills. In this sense, the results demonstrated the effect of the institution and the curriculum on the instructors&rsquo
perceived competency levels in terms of teaching listening and speaking skills.
33
Hsu, Hsiao-Tung. "An EFL pre-school classroom research." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446269.
Full text
34
Hall, Sara. "Cultural Representation in Swedish EFL Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34544.
Full textAbstract:
As our world becomes increasingly globalized, the value of understanding cultural diversity is perhaps more relevant than ever. Furthermore, since English plays an important role in the encounters between members of different cultural contexts, analysis of EFL teaching materials is a matter of importance. Therefore, the purpose of this study is to gain a deeper understanding of how two Swedish EFL textbooks represent cultural diversity. To achieve this, it aims to answer the following research question: To what extent do the textbooks represent cultural diversity within the framework of English as an international language? To answer the research question, this study uses critical discourse analysis as a method for the evaluation. The results indicate that the textbooks show some tendencies of acknowledging the international status of English by including texts from different countries and cultural settings. However, both books still favor representations of Anglophonic countries. Finally, the results suggest that it is important for teachers who use these books to promote critical reflection of how cultures are portrayed.
35
Johansson, Sara, and Bachelder Kim Malmsjö. "Gender Bias in EFL Textbook Dialogues." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30832.
Full textAbstract:
This degree project is a quantitative study of dialogues and speaking exercises in twelve EFL textbooks used in secondary schools in Sweden. The chosen textbooks are from the four textbook series Happy, Time, Whats’s Up? and Wings Base Book. The aim is to investigate if there is any over-representation of female or male characters in the textbook dialogues. We will be looking at four different typologies, namely the number of initiated dialogues, turns taken, number of characters and words used. Previous research concerning classroom interaction, scholastic performance, textbooks and textbook dialogues is included to provide some background into this area. The findings show over-representation exists in all the textbook series in various degrees of both female and male characters. This degree project maps the over-representation of female and male characters both in the four textbook series and the twelve individual textbooks. Our results will show that while a textbook series might over-represent one gender it does not necessarily mean that the individual textbook within that series over-represents the same gender. The findings make it clear that educators need to be aware of gender-biased textbook dialogues in order to be better equipped to ensure equal opportunities for all learners.
36
Mahdi, Diana, and Noha Saadany. "Oral Feedback in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34843.
Full textAbstract:
Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter. Resultatet visar på att studenter förhåller sig positivt till muntlig feedback i klassrummet, särskilt explicit corrective feedback. Däremot var denna typ av feedback minst använd i klassrummet på grund av att lärarna tror på andra typer av feedback vara mer fördelaktiga.Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. Our aim is therefore to investigate what kind of oral feedback can be found in a EFL-classroom and what attitudes both teachers and students have towards oral feedback. Three types of research tools were used: observation, interviews and questionnaire. The results show that the students were positive to oral feedback in the classroom, especially explicit corrective feedback. On the other hand, this type of feedback was the least used one in the classroom due to the teachers’ believing that other kinds of oral feedback are more beneficial.
37
Reinke, Alice. "Analyzing texts in efl reading classes." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94176.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010Made available in DSpace on 2012-10-25T07:18:39Z (GMT). No. of bitstreams: 1 285332.pdf: 2599739 bytes, checksum: 87bd5469974f403bdfbb04af8e307bf7 (MD5)
Este estudo investigou os textos selecionados para uso no curso de Letras-Inglês da Universidade Federal de Santa Catarina assim como também a percepção dos alunos que os receberam na sala de aula. Para este fim, três perguntas de pesquisa foram desenvolvidas: 1- Que tipos de gêneros são encontrados nos materiais utilizados no terceiro e no quinto semestre do curso de Letras-Inglês na Universidade Federal de Santa Catarina? ; 2- Qual é o assunto dos textos apresentados nestes materiais? Eles necessitam de conhecimento prévio geral ou especial? ; 3- Qual é a percepção dos alunos em relação aos textos apresentados? Para isto, a pesquisadora coletou amostras de materiais da terceira e da quinta fase do curso, durante o primeiro semestre do ano 2009. Estas amostras foram analisadas através de um trabalho desenvolvido por Davies (1995) e categorizadas de acordo com os gêneros aos quais elas pertenciam. Questionários foram também aplicados aos participantes da pesquisa de modo a podermos verificar a percepção dos alunos com relação ao material apresentado em sala de aula e categorizar as amostras. Foi demonstrado que uma maioria de textos informativos, instrucionais, literários e persuasivos foram encontrados, assim como websites, o que é bastante útil aos objetivos das disciplinas investigadas e às necessidades dos alunos. Com relação ao conhecimento prévio necessário aos alunos para a compreensão textual, foi verificado que a maioria dos textos exigia ao menos um conhecimento prévio especial parcial sobre os assuntos abordados nos materiais apresentados. Também como resultado, foi verificado que a maioria dos textos continham uma grande variedade de gêneros e estimulavam a participação dos alunos na sala de aula. Estes resultados fornecem mais evidências que confirmam a literatura revisada e contribuem para a prática pedagógica dos profissionais na área de EFL.
38
Hanzén, Maria. "When in Rome, Do as the Romans Do : Proverbs as a Part of EFL Teaching." Thesis, Jönköping University, School of Education and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1060.
Full textAbstract:
This essay was underpinned by the premise that the proverb plays an important role in language teaching as a part of gaining cultural knowledge, metaphorical understanding and communicative competence. The purpose with this essay was to examine whether proverbs are a part of the EFL (English as Foreign Language) teaching in the county of Jönköping, Sweden. The investigation focused on the occurrence of proverbs in eleven textbooks for the English A- and B-courses, and on the attitudes toward using prov-erbs in the teaching among nineteen teachers at seven upper secondary schools. Descriptive methods were used, which combined quantitative and qualitative approaches, i.e. content analysis and close read-ing of the textbooks and a questionnaire answered by the teachers.
The result showed that proverbs are a small part of the EFL teaching regarding both the textbooks and the use in the classroom by the teachers. Proverbs are mainly used as bases for discussions in the text-books, and by the teachers as expressions to explain, to discuss the meaning and to compare to the Swedish equivalents. There is a positive attitude toward using proverbs and the result showed awareness among the teachers regarding proverbs as a part of the language and the culture as well as for communi-cation. The conclusion of the result was that the knowledge has to increase among educators and text-book authors about how proverbs can be used as effective devices and tools, not only as common ex-pressions, in every area of language teaching.
39
Svärd-Molin, Michaela. ""Who woudln't choose the easiest way out?" : A Study on the Teaching of Fiction within the Swedish EFL-classroom." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31261.
Full text
40
Chen, Yeh-uh Hsueh. "Exploring the Assessment Aspect of Differentiated Instruction: College EFL Learners' Perspectives on Tiered Performance Tasks." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/837.
Full textAbstract:
If human beings are believed to be individually unique, why are students evaluated with standardized tests? Differentiated instruction, honoring individual differences of each learner, provides an alternative answer to the question by employing tiered performance tasks to address personal needs in assessment situations. To explore the applicability of differentiated instruction in an English as a Foreign Language (EFL) environment, this case study explored Taiwanese college students’ perspectives on tiered performance tasks and educational implications of the perspectives with regard to EFL learning and teaching at the tertiary level. Grounded in the humanistic stance of education and sociocultural view of learning, the study’s premise is that culturally responsive learner-centered instruction will promote English learning experience in a Chinese context. Data gathering techniques employed included observations, interviews, videotaping, and artifact collection, while data analysis procedures followed a three-step process: data reduction, data display, and conclusion drawing and verification. A total of 12 participants demonstrated generally positive responses to tiered performance tasks offered in a final examination for a freshmen English listening and speaking class. An overall acceptance of the assessment strategy was generated through recognition and appreciation of choices of leveled tasks, heightened motivation, increased efforts, improved English skills, and greater confidence. Concerns caused by the challenging tasks included complexity level, time required to complete the task, partnership, and score. Affirmative results were particularly evident in low-ranking students. The acceptance of tiered performance tasks indicated that differentiated instruction is promising in supporting English language learning of college EFL learners in Taiwan. Implications pointed to the needs of an authentic assessment to link teaching and learning, as well as an equitable relationship between the educator and the learner. Suggestions for future research were offered.
41
Barlow, Lisa. "The effect of non-native speaker accent on EFL students' listening comprehension." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/92399.
Full textAbstract:
With the increasing demand for English language proficiency in today’s global environment, comes a need for trained English as a Second or Foreign Language (ESL/EFL) teachers. Many countries such as the United Arab Emirates (UAE) are establishing bachelor and master degree programs in the field of Teaching English to Speakers of other Languages (TESOL). The majority of students in these programs are nonnative speakers of English. While these new graduates should be able to fill the growing demands for English teachers in tertiary and non-tertiary institutions within the UAE, they and other experienced nonnative English speaking teachers (NNEST) are often not hired. Most often this is due to a nonnative speaker bias, the view that only native English speaking teachers are better suited to teach English. This bias extends particularly to the teaching of oral and aural skills. There is a belief that accented English is difficult for students to comprehend especially in academic listening which implies that nonnative teacher accent can hinder ESL/EFL student listening success. However, current research has not provided empirical evidence to verify or disprove this opinion. Current research on nonnative speakers and listening comprehension has been based on teacher and student self-perceptions and attitudes towards nonnative speaking teachers (Butler, 2007; Flowerdew, 1994; Friedrich 2000; Huang, 2004; Major et al., 2002; McKenzie, 2008; Moussu, 2002). However, there is little quantitative data to support if and how these attitudes and perceptions may or may not correlate to EFL student listening performance. This thesis will attempt to resolve this deficiency. Another issue this thesis will undertake which has not been examined widely is the effect of nonnative speaker accent on academic listening. Various studies have been conducted on student difficulty in comprehending academic lectures from native and nonnative speakers (Ferris & Tagg, 1996; Flowerdew & Miller, 2005; Huang, 2004; Lynch, 1994; Powers, 1985; Richards, 1983; Vogely, 1995). Yet, currently, the literature is sparse on the influence of nonnative speaker accent as a factor, or effect, in the listening comprehension of L2 students’ understanding of academic lectures. Further, existing research in NNESTs is also missing empirical or quantitative evidence which proves or disproves the prevailing theory that native inner circle English accents are significantly better for EFL student academic listening comprehension. Thus, another goal of this thesis is to provide evidence to disprove this assumption. Finally, this research will provide qualitative data to understand how students view accent as it relates to their academic achievement and prospective careers. This thesis will propose new empirical data relating to nonnative speaker accent and listening comprehension in ESL/EFL. It will provide evidence that there is no significant effect of accent on academic listening test scores for EFL students enrolled in a university foundations program at UAE University. In this research, six EFL professionals (from China, Egypt and the USA) and 108 EFL students participated in the study. The female students were between 18-20 years old, from the UAE, and studying at the Under Graduate Requirements Unit at UAE University in Al Ain, UAE. All students responded to a pre-test questionnaire in a Likert scale format. A week later, the students listened to one recording, took a corresponding exam, and answered a post-test survey. Two to three days later, 18 randomly selected students were interviewed. The interviews consisted of open-ended questions. The data were analyzed both quantitatively and qualitatively. Analysis of the quantitative data shows that the majority of participants considered native speakers of English easier to understand, specifically in terms of pronunciation and understandability, but had no opinion as to whether a non-native speaker was easier to understand than a native speaker. As per the listening test scores, there were no significant differences between the six groups of students who had listened to six different speaker accents. Analysis of the interviews shows that students have no bias against nonnative English teachers. In fact, several students favored Arab nonnative English speaking teachers to translate vocabulary and complex ideas from English to Arabic. These students also demonstrated an unrealistic grasp of their need to understand the varieties of English they will encounter in their future workplaces.
42
Al-Nasser, Saad Abdullah Suliman. "The teaching of English as a foreign language in private elementary schools in Riyadh City, Saudi Arabia : a diagnostic study." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297494.
Full text
43
Al-Abbas, Suleiman Awad Musa. "The use of Arabic as a mother tongue in teaching English as a foreign language in the schools of Jordan." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264925.
Full text
44
Al-Jamal, Dina. "The role of mentors in English as a foreign language in Jordan." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368309.
Full textAbstract:
As initial training of EFL teachers in Jordan becomes increasingly school-based, developing a model for the effective mentor is fast becoming a pivotal one in teacher education. The study explored the way in which the training programme is viewed by the mentors in terms of attitudes and pedagogical instruction practised during training with respect to lesson planning, lesson presentation and using teaching methods effectively. The study, also, conducted limited fieldwork in England where it investigated the mentoring process, the training of mentors and the teaching of foreign languages in order to provide some important lessons and strategies for future mentor training in Jordan in light of considering recent advances in foreign language teaching methodologies when training student teachers in schools. The main subjects of the study were a sample of mentors, student teachers, teachers and a tutor in both Jordan as well as from a very limited sample in England. The study employed both quantitative and qualitative research methods so that the men to ring process of language teachers can be presented both analytically and descriptively. Questionnaires, open questions, observations and interviews were used to obtain the perceptions of the participants of the study. There was also documentary analysis of related literature and documents. From the analysis of the data, the results of investigating the role of mentors in Jordan as well as in England showed various patterns of attitudes, models, and performance. The findings of the study highlighted that EFL mentors in Jordan seem to hold negative attitudes towards their mentees and consequently they appear not to understand the complexity of their roles as mentors. The findings showed that such negative attitudes proved to be principal barrier to essential changes needed to improve the quality of mentoring in Jordanian schools. Moreover, the study described the practices of the mentors in Jordan as unapproachable and unsupportive. The study also described the teaching of the mentors as 'traditional' in the sense that they assert student teachers' stick to the lesson plan, advocating 'talk and chalk' approaches into teaching, and establishing discipline first and foremost. The findings also pointed out that EFL mentors in Jordan tend to perceive their mentees as not being knowledgeable enough, in general, in key language skills to cope with teaching in the classroom, and in the skill of speaking, in particular. Most importantly, the study revealed that EFL mentors in Jordan tend to adopt the apprenticeship model where student teachers merely copy their mentors. Although the study tried to uncover ways of 'how to mentor' EFL student teachers in Jordan later on it questioned the subject knowledge of the mentors and doubted 'what they can mentor'. On the other hand, the reference study in England reported that mentors seem to have positive attitudes towards the mentoring process where they are keen on developing the skills and competencies of their student teacher systematically. The study highlighted the mechanism of mentor training in England as integrating theoretical as well as practical aspects through workshops and modules. The results of the study indicated that the methodology of modem foreign language teaching in England is in the main commllnicative. Foreign language teachers (FL) emphasised using variolls techniques to clarify the rneaning of vocablliary items. In respect to key skills like reading and listening, the findings stressed the importance of comprehension. As to grammatical structures, the findings indicated that FL teachers encourage the pupils to learn how to use appropriate grammatical sentences in real life situations, or through interaction, and how to infer the rules of grammar from contexts and examples. In the light of the findings of this study, recommendations have been made for the improvement of the mentoring process in Jordan.
45
Alsamadani, Hashem A. "The Relationship between Saudi EFL College-Level Students' Use of Reading Strategies and Their EFL Reading Comprehension." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1224685570.
Full text
46
Tovar, Klinger Cristian Jesus. "EFL PROFESSORS’ BELIEFS OF ASSESSMENT PRACTICES IN AN EFL PRE-SERVICE TEACHER TRAINING UNDERGRADUATE PROGRAM IN COLOMBIA." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1324.
Full textAbstract:
This study describes the findings of a qualitative study examining the understanding about the beliefs and practices about assessment of faculty who teach English as a foreign language. I analyzed the beliefs and practices of EFL faculty members as described in their responses upon the instructional process of the target language following a three-part approach proposed by Miles, Huberman and Saldana (2014), which is a concurrent flow of three activities: (a) data condensation, (b) data display, and (c) conclusion drawing/ verification. For the collection of data, I used two instruments: qualitative interviews, and documents. The following research questions guided this study: 1) what are the beliefs of faculty members about the role of assessment in the teaching of English as a foreign language in undergraduate programs in a higher educational institution in Colombia? 2) How do EFL faculty members describe the practice of assessment in a Colombian higher educational institution, both in terms of their teaching EFL pre service teachers and in their interactions with departmental colleagues? 3) How do EFL faculty members interpret the implications of the guiding principles about assessment of a Colombian university, contained in its undergraduate student manual, for their instructional practice of English as Foreign Language?
47
Keeler, Farrah Dawn. "Developing an Electronic Film Review for October Sky." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd800.pdf.
Full text
48
Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.
Full textAbstract:
The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.PHD
49
Haslam, Naomi Ofeina. "The Relationship of Three L2 Learning Factors with Pronunciation Proficiency: Language Aptitude, Strategy Use, and Learning Context." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3544.pdf.
Full text
50
Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.
Full textAbstract:
This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations of their experiences in the Saudi and U.S. contexts. The two research goals are: (1) exploring the similarities and differences between the two contexts based on the participants’ perceptions; and (2) identifying potential effects of these similarities and differences on the participants’ writing during graduate studies in the U.S. Participants’ perceptions focus on the differences between the Saudi and U.S. contexts, rather than similarities, and their comparisons of the two contexts are discussed based on eight key factors: student’s role, students’ expectations, teacher’s role, relationship with instructors, writing process, feedback and grading, off-campus social life, and educational policies. The potential effects of these differences on Saudi students’ writing in the U.S. context are classified into three domains: educational procedures and academic standards; pedagogies; and writing processes. I conclude this study by offering recommendations for U.S. professors and instructors who may teach Saudi students and future Saudi students who plan to come to the U.S. universities.