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Dissertations / Theses on the topic 'English a a foreign language'
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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Battirola, Angela Cristina. "Reading in english as a foreign language." reponame:Repositório Institucional da UFSC, 2013. http://repositorio.ufsc.br/handle/123456789/103556.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês, Florianópolis, 2013<br>Made available in DSpace on 2013-07-16T21:14:13Z (GMT). No. of bitstreams: 0
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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
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Liao, Chu Hsiu. "First language use in EFL (English as a foreign language) writing processes." Thesis, online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3171170.
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Nakata, Yoshiyuki. "Motivation and experience in foreign language learning /." Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Pouke, S. (Saara). "Learning English through Finnish as a foreign language." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905302269.
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Abstract. The purpose of this case study is to investigate how English language learning happens in an environment where the language used to facilitate learning is a foreign language for the learner. The research uses sociocultural theory as basis for understanding the phenomenon as students and teacher in a multilingual classroom bring their own language and culture to an environment to engage in acquisition of a third language. The method for research was a semi-structured group interview of six individuals who all spoke a dialect of Persian and had spent two years in Finland. A thematic analysis of the interview yielded eight themes that were divided to two groups; one focused on the community level of language learning and the other on multilingualism in language learning. The community level focused on classroom and student interaction, and analysis showed that both Finnish and the L1 were used as a tool for understanding what was being taught in the classroom. Learning happened in the classroom, between peers and autodidactically, and attitudes towards learning were brought from the home country to the classroom. Motivators, outside the aim, were mostly positively related to the teacher and negatively related to competition between peers. The aim for language acquisition was English as a lingua franca. Multilingualism on the individual level was equally present in both in language acquisition and use. Finnish was used as a support for learning grammar and vocabulary especially in relation to its link as a language used in a Western culture, however the L1 was the preferred language for learning especially when students studied on their own as this language too had similarities to English to draw from. Students’ choice in language in speech reflected both preference due to proficiency as well as word choice due to linking languages to various environments. Translation was the most important tool in learning and Finnish was a useful language in this regard due to the translation programmes yielding better results in this language. Language loss was related to the proficiency in the specific language as well as how demanding the environment was as Finnish and English were both prone to language loss though Finnish less so due to being used at a school environment. The L1 was susceptible to language loss as everyday interaction did not demand as high a level of language use.Tiivistelmä. Tämän tapaustutkimuksen päämääränä on selvittää, kuinka englanninkielen opiskelu tapahtuu ympäristössä, jossa opetuskieli on oppilaalle vieras. Tutkimus käyttää lähtökohtana sosiokulttuurista teoriaa, jolloin tarkastelussa tärkeänä pidetään näkökulmaa, jossa oppilas ja opettaja tuo oman kulttuurin ja kielensä opiskeluun ja nämä yhdistyvät kieliluokassa kolmannen kielen opiskeluun. Tutkimusmetodina käytössä oli kuuden henkilön puolistrukturoitu ryhmähaastattelu, jossa kaikki osallistujat puhuivat jotain persiankielen murretta ja olivat olleet Suomessa kaksi vuotta. Haastattelun temaattisen analyysin avulla syntyi kahdeksasta teemasta kaksi suurempaa ryhmää; yksi keskittyi opiskeluun yhteisötasolla ja toinen monikielisyyteen. Opiskelu yhteisötasolla keskittyi vuorovaikutukseen sekä luokassa että oppilaiden välillä. Haastattelun analyysi osoitti, että sekä L1 että suomen kieli olivat luokassa työvälineinä, joiden avulla opetettavaa materiaalia pystyttiin ymmärtämään. Oppimista tapahtui luokassa, oppilaiden välillä, sekä autodidaktisesti ja oppilaat toivat kotimaastaan oppimiseen liittyviä asenteita. Motivaattorit, itse kielen oppimisen syyn lisäksi, liittyivät enimmäkseen positiivisesti opettajaan ja negatiivisesti oppilaiden väliseen kilpailuun. Englannin oppimisessa oppilaat tähtäsivät kielen käyttöön yhteiskielenä. Monikielinen taso keskittyy yksilön kielen opiskeluun ja oli myös näkyvissä yksilöiden kielenkäytössä. Suomea opiskelijat käyttivät sanaston ja kieliopin opiskeluun varsinkin koska suomen kieltä, kuten myös englantia, käytetään länsimaissa. Oppilaiden L1 oli silti käytössä varsinkin yksin opiskelussa, sillä myös tässä kielessä on kielellisiä yhteyksiä englannin kieleen. Oppilaiden kielivalintaan vaikutti se mitä oli mukavinta käyttää. Tämä näkyi yksittäisissä sanavalinnoissa, riippuen siitä mitä kieltä oppilas käytti tietyssä kontekstissa. Kääntäminen oli kielen oppimisessa tärkein työkalu ja suomen kieli oli tähän liittyen käytännöllinen käännösvälineiden tarkkuuden vuoksi. Kielen häviäminen liittyi paitsi kielitaitoon, myös siihen kuinka vaativaa kielenkäyttöä ympäristö vaati, sillä englanti ja suomi molemmat saattoivat kärsiä huonon kielitaidon takia, vaikkakin suomi vähemmän koska se oli koulukieli. Häviäminen näkyi myös L1-kielessä koska ympäristö ei vaatinut korkeatasoista kielenkäyttöä.
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Pekkarinen, A. M. (Anne-Maria). "Basic English and a young foreign language learner." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306061555.
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The topic of thesis is teaching of English vocabulary at the lower levels of the Finnish comprehensive school after a three-year-study. The target group of the research is 77 11-year-old non-native English language learners. Material consisted of vocabulary tasks that were answered by pupils in the written form. The research problem was to find out whether word lists were suited for educational purposes and empirically examine vocabulary competence of a young, non-native foreign language learner. The theoretical part consists of Basic English word list compiled by Charles Kay Ogden, classification of words and some questions involved in language teaching. In the empirical part research method used was counting word frequencies in learners’ answers and comparing them with Basic English word list. The most essential research results were announced as word findings divided into word classes and explained verbally and in the form of tables. Purpose of the research was to find out whether language used by learners was Basic English or not<br>Tutkielman aiheena on englannin kielen sanaston opettaminen suomalaisen peruskoulun ala-asteella kolmen opiskeluvuoden jälkeen. Tutkimuksen kohderyhmänä on 77 11-vuotiasta ei-syntyperäistä englannin kielen oppijaa. Aineistona ovat sanastotehtävät, joihin oppilaat vastasivat kirjallisesti. Tutkimusongelma on ottaa selville, ovatko sanalistat soveltuvia opetustarkoituksiin ja tutkia kokeellisesti nuoren, ei-syntyperäisen oppijan sanaston osaaminen. Teoriaosa koostuu Charles Kay Ogdenin Basic English sanalistasta ja kielen opettamiseen liittyvistä kysymyksistä. Empiirisessä osassa käytetty tutkimusmenetelmä oli laskea sanatiheyksiä oppijoiden vastauksista ja verrata niitä Basic English sanalistaan. Keskeiset tutkimusmenetelmät ilmoitettiin sanalöydöksinä jaettuna sanaluokkiin ja selitettiin sanallisesti ja taulukoiden muodossa Tutkielman tarkoituksena oli selvittää, onko oppijoiden käyttämä kieli perusenglantia vai ei
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Kremer, Marcelo Martins. "Oral development in english as a foreign language." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96166.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês<br>Made available in DSpace on 2012-10-26T09:25:44Z (GMT). No. of bitstreams: 1
310060.pdf: 2158826 bytes, checksum: 1b7ba9dd5b9b20eed71950d070a853a6 (MD5)<br>In 2009/2, the Universidade Federal de Santa Catarina (UFSC) establishes a new program entitled Curso de Licenciatura em Letras - Inglês, via distance learning (DL), having as objective the education of future English teachers. The present research aims at investigating how students of the program, taking the courses Compreensão e Produção Oral em Língua Inglesa IV and Compreensão e Produção Oral em Língua Inglesa V perceive the use of the resources and activities aiming at the development of their linguistic skills in English. The data were collected from 25 students of those courses who answered an online questionnaire, which was composed by closed questions and, mostly, by closed questions with justification. Among those 25 participants, 5 were chosen to participate in a second data collection process, a semi-structured interview. The data analysis consisted of careful reflection and interpretation of that data. That analysis reveals that the participants perceive both main resources, and the activities developed with them, to be adequate for developing their oral production skill in different aspects. The participants perceived the Final Projects as an opportunity for them to focus on matters related to accuracy, such as the opportunity of working on grammar and pronunciation. On the other hand, the Skype Chats, were perceived by the participants as positive as they give them the opportunity to formulate sentences quickly and spontaneously in the target language.<br>No segundo semestre de 2009, o Departamento de Língua e Literatura Estrangeira da UFSC abre um novo programa chamado "Curso de Licenciatura em Letras - Inglês", na modalidade a distância, tendo como objetivo a formação de futuros professores de inglês. Essa pesquisa busca investigar como alunos do curso, matriculados nas disciplinas Compreensão e Produção Oral em Língua Inglesa IV e Compreensão e Produção Oral em Língua Inglesa V percebem o uso dos recursos e das atividades que objetivam desenvolver suas habilidades linguísticas em Inglês. Os dados foram coletados com 25 alunos dessas disciplinas que responderam um questionário online composto por questões fechadas e, na sua maioria, questões fechadas com espaço para justificativas. Desses 25 participantes, 5 foram escolhidos para participar de uma segunda coleta de dados em forma de entrevista semi-estruturada. A análise dos dados consiste em uma reflexão e interpretação cuidadosa dos dados. A análise revelou que os participantes percebem os dois recursos principais, e as atividades desenvolvidas com eles, como adequadas para o desenvolvimento da habilidade de produção oral em diferentes aspectos. Os participantes perceberam os Final Projects como uma oportunidade para focar em aspectos relacionados a precisão, como a oportunidade de trabalhar gramática e pronúncia. Por outro lado, com os Skype Chats, foi percebido como positivo pelos participantes a oportunidade que o recurso trás de formular frases rapidamente e espontaneamente na língua alvo.
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Tumolo, Celso Henrique Soufen. "Assessment of reading in english as foreign language." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101915.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2013-07-15T23:32:10Z (GMT). No. of bitstreams: 1
213306.pdf: 4034202 bytes, checksum: 479db90b6d637529f6e2b55a06239b8b (MD5)<br>In the present study, the defensibility of test items is investigated in three different testing situations: proficiency tests, classroom tests, and university entrance examinations. The defensibility is judged using the concept of validity as put forth by Messick (1989) for educational testing and by Bachman (1990) for language testing, i.e., in terms of validity of the interpretations and actions based on test item responses, considering the justifications coming from evidential basis and consequential basis. For the investigation, in terms of evidential basis, for construct-related evidence, constructs of language ability and reading ability are used, and for criterion-related evidence, the criterion defined for university studies by Weir, Huizhong, and Yan (2000) and the framework proposed by Bachman (1990) for the assessment of authenticity of test tasks in relation to the criterion tasks are used. In terms of consequential basis, an appraisal of the consequences is based on Bachman's (1990) notion of fairness and Shohamy's (2001) critical perspective of the use of tests. The method used for the investigation is based on recent notion of validity as argument-based proposed by many scholars in the area of testing. It is also based on the validity table proposed by Chapelle (1994) for considerations of the forces of the arguments, both in favor, or against the validity of the interpretation of ability based on the items, with the additional feature of a third column, with the refutation of the argument against, as suggested by Davidson (personal communication, 2004). Considering the arguments provided for each item, it is possible to conclude that some items are defensible and some are not. Some defensible items focus on skills such as identification of syntax and cohesion, in particular lexical cohesion, inference of word meaning, elementary and propositional inferences, and identification of functional value. Some non-defensible items have the construct-irrelevant aspects of assessing constructs other than reading ability, such as vocabulary knowledge, background knowledge, writing ability, illustration comprehension, and the criterion-irrelevant aspect of assessing tasks not present in the criterion, such as the tasks specific for reading non-academic texts as poems, narratives, advertisements, and technical problems impeding test takers to perform at their level of ability. Other non-defensible items have the consequence of being biased once specific background knowledge is presupposed for their answers. The political and pedagogical implications of the conclusions claim for the choice or development of items incorporating features of validity, in all the facets, considering both evidential basis and consequential basis, so as to make them more defensible.
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Carvalho, Lina Rosa Lira Ribeiro Gonçalves de. "Reading strategies in english as a foreign language." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/handle/123456789/106233.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Florianópolis, 1984.<br>Made available in DSpace on 2013-12-05T19:47:38Z (GMT). No. of bitstreams: 1
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Oliveira, Cleiton Constantino. "English as a foreign language students' tales of their language learning." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/94795.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-25T16:21:15Z (GMT). No. of bitstreams: 1
299788.pdf: 1065529 bytes, checksum: bc17a1c151387e0176ccde03f29c3661 (MD5)<br>Bearing in mind the recent research concern with individual lives, this study reports a biographical investigation of sixteen tertiary English as a Foreign Language (EFL) students from the state of Rio Grande do Norte/Brazil. The research study aims at capturing the specificities and complexities in the developmental processes of two groups eight undergraduates and eight graduates of EFL students. language learning approaches, in an attempt to understand (a) how they conceive their own English learning as well as (b) how they view themselves as English students. Both groups voiced their past English learning experiences in different settings through semi-structured interviews. Students. biographical accounts were organized into learning stories and analyzed through a narrative approach. Their accounts revealed that students. adopted learning approaches are particularly influenced by the impact of the different learning settings to which they have been exposed throughout their educational process. The research results indicate that the two sets of learning approaches seem to be highly concerned with (a) teacher-as-a-transmitter; (b) job-orientedness; (c) self-reliance; and (d) English-course-orientedness in the undergraduate group; and (e) book-centeredness; (f) self-effort; (g) teacher-reliance; and (h) reticence in the graduate group. The results also suggest that these approaches are flexible, fluid and subject to constant shifts, thus being capable to interweave among themselves<br>Considerando pesquisas recentes que se preocupam com o estudo do indivíduo, este estudo relata uma investigação biográfica de dezesseis alunos universitários de Inglês do estado do Rio Grande do Norte/Brasil. O estudo objetiva capturar as especificidades e complexidades nos processos desenvolvimentais de dois grupos de alunos de Inglês como língua estrangeira: oito alunos de graduação e oito de especialização. Assim, a pesquisa tem o intuito de compreender (a) como esses alunos concebem suas próprias aprendizagens de Inglês e (b) como eles vêem a si próprios enquanto alunos de Inglês. Os dois grupos de alunos verbalizaram, por meio de entrevistas semi-estruturadas, suas experiências passadas com a aprendizagem de Inglês em diferentes contextos. A biografia dos alunos foi organizada em estórias de aprendizagem e analisadas sob uma abordagem narrativa. Essas biografias revelaram que as abordagens de aprendizagem adotadas pelos alunos são particularmente influenciadas pelo impacto dos diferentes contextos de aprendizagem sob os quais eles estiveram expostos durante o processo educacional. Os resultados da pesquisa indicam que os dois grupos de abordagens parecem estar altamente vinculados ao (a) professor-transmissor; (b) orientação para o trabalho; (c) auto-dependência; e (d) orientação para cursos de Inglês no grupo da graduação; e (e) centralização no livro; (f) auto-esforço; (g) dependência no professor; e (h) passividade no grupo da especialização. Os resultados também sugerem que essas abordagens são flexíveis, fluidas e sujeitas a mudanças constantes, e que, portanto, são capazes de se entrelaçarem uma com as outras
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Miranda, Plaza Denise. "Chilean language learners' beliefs about learning English as a foreign language." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/171017.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa<br>In the area of language teaching and second language acquisition, there has recently been an increasing emphasis on learners’ beliefs, since they impose a great potential in the learning process. Hence, learners’ beliefs have become an important part of research in the field. Consequently, research on this matter has been conducted in several countries but not in ours, leaving our perspective as educators with no additional and valuable information to support pedagogical practices when planning lessons and working with students.
The present study focuses its attention on Chilean learners’ beliefs about learning English as a foreign language from a contextual perspective according to the themes selected from the BALLI--Beliefs about Language Learning Inventory by Horwitz. This study employed the semi-structured interview method to investigate the nature of learners’ beliefs.
Consistent with previous findings, this study revealed that learners’ beliefs were born out of their previous learning experiences. Learners’ beliefs were context specific, related to social background, and individual differences; however, they were not immutable.
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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.
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Service, Elisabet. "Phonological coding in working memory and foreign-language learning." Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.
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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.
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Shi, Yongping. "Learning and instructional experiences of English as a foreign language in contemporary China : a perspective study conducted in the foreign languages department of a Chinese University /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42444.pdf.
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Turkan, Sultan. "Content Representations in Teaching English as a Foreign Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.
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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.
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Althewini, Abdulaziz M. Johnson Karen E. "Professional development workshop for Saudi English foreign language teachers." [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-22/index.html.
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Ruschmann, Cecília Mendes Franco. "Simplification strategies in learners of English as foreign language." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/22515.
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Resumo: A presente pesquisa trata de três tipos de erros de simplificação encontrados em testes escritos feitos por estudantes de inglês como língua estrangeira. Estes erros são: a ausência de inflecções indicando o presente e o passado simples e a omissão de inversão em perguntas. Observamos que estes erros ocorrem com uma frequência muito maior em testes envolvendo a comunicação de significado tais como composições e traduções, do que em testes relacionados com a parte mecânica da língua, tais como testes de transformação e identificação de erros. Esta diferença foi observada em cada aluno individualmente. Assim sendo nós nos propusemos a analisar os conceitos de competência e desempenho a fim de determinar até que ponto essas variações individuais são levadas em conta. Analisamos conceitos de sistemas aproximativos e de interlíngua e os processos que constituem a base para o aprendizado de uma língua estrangeira. Para tanto, limitamos o campo desta pesquisa para o fenômeno da simplificação e demos exemplos de pidgin English. Examinamos os conceitos de erros, seus vários tipos e fontes e explicamos as várias causas dos erros tratados nesta pesquisa. Concluímos que existe um processo de aprendizagem de línguas comum a todos os três: a estratégia de comunicação no segundo idioma. Constatamos que quando o aluno está estudando a língua estrangeira apenas com o propósito de se comunicar, no momento em que julga ter atingido seu objetivo, esta estratégia faz com que sua motivação em dominar as regras gramaticais do idioma estrangeiro decaia. É este processo que explica a maior freqüência dos três tipos de erros de simplificação em testes escritos onde a atenção do aluno está mais voltada para o conteúdo do que para a forma. Concluímos que, mesmo tendo encontrado a origem destes erros e explicações para a diferença de freqüência de erros no próprio indivíduo, não encontramos um modelo que trate destas variações individuais de desempenho de tal modo a solucionar o problema de avaliação encontrado pelo professor de língua estrangeira.
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Kuerten, Anna Belavina. "Assessing speech production in english as a foreign language." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93736.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010<br>Made available in DSpace on 2012-10-25T02:54:36Z (GMT). No. of bitstreams: 1
281154.pdf: 791073 bytes, checksum: e30d66ee3c9be48b47c2601e0ac13178 (MD5)<br>Este estudo investigou os componentes da habilidade oral que são tratados nas escalas orais de dois testes de proficiência em inglês como lingual estrangeira (TOEFL e IELTS) e duas diretrizes para orientações em ensino, aprendizagem e testagem (ACTFL e CEFR). Para alcançar o objetivo do estudo, primeiramente, cada escala de produção oral foi analisada através da lista de verificação e instrumento de avaliação da habilidade comunicativa de linguagem proposta por Bachman (1995). Esta análise revelou o grau de envolvimento de cada componente da habilidade omunicativa de linguagem em todas as escalas de produção oral. As escalas de produção oral foram analisadas pelo framework para descrição do construto oral proposto por Fulcher (2003). As análises demonstraram que os componentes da habilidade das escalas do TOEFL e do IELTS são similares enquanto aquelas do ACTFL e CEFR são também muito comparáveis. Além disso, a escala oral do IELTS é mais comparável às escalas orais do ACTFL e CEFR do que à escala oral do TOEFL. Os principais resultados deste estudo podem contribuir para o melhor entendimento, por professores e estudantes, dos componentes da habilidade oral que estão presente em exames internacionais de proficiência em inglês e em diretrizes internacionais para orientações em ensino, aprendizagem e testagem.
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Huang, Hsiao-Juo. "Enunciative identity in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/40.
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How to improve the skill of speaking English is a major challenge for English learners in Taiwan nowadays. This project focuses on issues of pronunciation as the starting point to examine the problems of learning English, and issues of identity transformation in the language-learning process. Then it addresses the concept of enunciation as a way to facilitate English learners to establish their confidence in, and ownership of, the target language. This project is designed not only for discussing issues of improving the teaching and learning of English pronunciation, but also for explicating how students can gain their own voices and define their subjectivity during their English-learning process.
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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
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Krohn, Matilda, and Christopher Kindbom. "Oral Communication Strategies in English as a Foreign Language." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147655.
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The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being positive and negative strategies? According to research what factors correlate with strategy use, and what are the potential pedagogical implications for the Swedish school context? To answer these questions, we have read and analyzed fourteen different empirical studies regarding communication strategies. The first question was answered by analyzing the empirical studies and relevant theory. We found various definitions in our studies, stemming from different theoretical perspectives. However, they all define oral communication strategies as serving the purpose of furthering interaction. Furthermore, by comparing the definitions in the Swedish syllabi for English and the Common European Framework of Reference for Languages to our literature, we were able to answer the second part of the first question. The literature shows that there is a preference for achievement strategies over avoidance or reduction strategies. To answer the first part of the second question, some studies indicated a positive correlation between strategy use and the level of proficiency. Regarding pedagogical implications, some studies indicate that explicit strategy training has a positive effect on oral performance. Drawing on the results of these studies and the theoretical framework provided, we conclude that achievement strategies are to be preferred and that they should be taught explicitly.
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Yu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.
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Al-Saraj, Taghreed Mohammed. "Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020618/.
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The goal of the research presented in this thesis is to increase understanding of the experiences (e.g., affective experience, challenges) of female Saudi Arabian students learning a foreign language. To better understand why some language learners have more difficulty acquiring a target language, there has been an increase in research into relationships between foreign language acquisition and affective variables (see Gardner, 1997). However, the vast majority of previous research has been conducted in the West, leaving a gap in understanding other perspectives. The present research uses a case study design, drawing on multiple sources of information to inform an understanding of female students' experience in a private college's English as a Foreign Language (EFL) program. A combination of factors — the importance of learning English, changes in the educational system, and conservative culture — create a unique environment for researching anxiety related to studying EFL. To gain insight into the learners' perspectives, questionnaires, individual and group interviews, and informal classroom observations were used. Ten participants, five from the beginning level (Level 1) and five from a more advanced level (Level 3) of the college English program, were examined. Each participant's experiences are discussed individually, then compared and analysed in the context of existing research literature. All case study participants indicated that they experienced anxiety through responses to a questionnaire, discussion in interviews, and observed behaviours (e.g., avoiding in-class participation). Although some factors, such as teacher-student interactions and teacher behaviour, appeared nearly universally anxiety-provoking among all participants, others factors varied between participants in Levels 1 and 3. These differences and similarities are examined. Finally, implications and limitations, along with suggested recommendations for EFL teachers and policy makers in Saudi Arabia, are discussed.
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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
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Zeng, Zhen. "The language learning experiences and beliefs of Chinese teachers of English as a foreign language." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?MR19409.
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Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.
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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.
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Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.
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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.
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Wold, James B. "Difficulties in learning English as a second or foreign language." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JWold2006.pdf.
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Yen, Alvin Charles. "The intelligences of creative English-as-a-foreign-language learning." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2737.
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This project provides a model for incorporating creativity in teaching English as a foreign language (EFL). It includes an instructional unit comprised of six lessons followed by accompanying assessments. Culture and language cannot be separated as students learn a foreign language.
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Li, Yim-wah Janet. "An investigation into conversational negotiation and repair in the foreign language classroom." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31958163.
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Kepol, Napisah. "Investigating English as a foreign language (EFL) teacher knowledge bases." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552755.
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This thesis presents the results of an investigation into the nature of the knowledge bases of five experienced exemplary teachers of English as a Foreign Language (EFL) in four private language schools in Britain. The purpose of this qualitative descriptive study was to explore and understand the practical everyday classroom knowledge of these teachers through an analysis of the various types of knowledge that they drew upon when teaching. Researchers investigating English for speakers of other languages (ESOL) teacher knowledge have revealed different types of knowledge that ESOL teachers possess and have pointed out the interactive nature of this knowledge. Some researchers have begun to unravel the finer elements of this knowledge and its interwoven nature but to a limited extent so far. This research was aimed at being instrumental in improving understanding and developing the conceptualization of ESOL teacher knowledge by not only providing information about the finer elements of the teachers' knowledge but also providing it within a new contextual perspective which is ESOL teacher knowledge in British private language schools. The main questions guiding this study focused on what constituted the knowledge bases of these teachers and the nature of their relational complexity. The study was carried out using an instrumental multiple-case study methodology in which interviews and classroom observations were the main methods of data collection. The analysis of the five cases produced a detailed taxonomy of the participating teachers' knowledge bases and revealed the relational complexity of the various types of knowledge. The findings have led to a better understanding of ESOL teacher knowledge where it has been revealed to be much richer and more complex than so far has been presented in the literature.
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Luis, Renata Gomes. "English undergraduate students' representations about culture in foreign language classrooms." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100883.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2013-06-25T23:34:13Z (GMT). No. of bitstreams: 1
309183.pdf: 1062895 bytes, checksum: 07294e389ed0ca97b9e68f14f547d00c (MD5)<br>Many scholars in different areas (Byram, 1989; Hall, 1997; Kramsch, 1998) have already emphasized how language and culture are intimately related. The main issue in Applied Linguistics seems to be the understanding of how these concepts - language and culture - should be connected in the language classroom (Kramsch, 1998; Risager, 2006). Therefore, this study tries to understand the role of culture inside foreign language classrooms through English undergraduate students' representations about culture and culture learning in their English classes at Universidade Federal de Santa Catarina (UFSC). The data collection consisted of an open-ended questionnaire, private semi-structured interviews and email correspondences. A thematic analysis of the data showed that students represented culture in mainly two ways - as formal and valued knowledge or as sociocultural practices. Similarly, they regarded culture learning as learning about contents from English-speaking countries or as learning how to perform pragmatic functions of language in appropriate ways, depending on the context of situation. The role of culture in EFL classrooms was perceived by students either as the topic of the lesson, at times dissociated from language or as the pragmatics of learning a language that reflects specific world views, in which language and culture were intrinsically connected. Thus, two main pedagogical implications seem to arise from these findings. The first one regards the construction, in the language classroom, of meanings of culture that allow students to see the fluid and changeable nature of culture. The second one regards the importance of making our students aware of the social construction of meanings so they can perceive the intrinsic relationship between language and culture.<br>Diversos pesquisadores em diferentes áreas (Byram, 1989; Hall, 1997; Kramsch, 1998) já enfatizaram a relação intrínseca existente entre língua e cultura. Neste aspecto, a principal discussão no campo da linguística aplicada parece ser a identificação de como esses conceitos - língua e cultura - deveriam estar conectados na sala de aula de língua (Kramsch, 1998; Risager, 2006). Dessa forma, este estudo tenta entender o papel da cultura na sala de aula de língua estrangeira (LE) através das representações sobre cultura e aprendizado de cultura na sala de aula de LE de estudantes da graduação em língua inglesa da Universidade Federal de Santa Catarina (UFSC). A coleta de dados consistiu-se de um questionário aberto, entrevistas semi-estruturadas e troca de emails entre os participantes e a pesquisadora. Uma análise temática dos dados demonstrou que os participantes representavam cultura principalmente de duas formas - como conhecimento formal valorizado ou como práticas socioculturais. Da mesma forma, eles consideravam aprendizado de cultura como aprendizado sobre conteúdos dos países falantes de inglês ou como aprendizado em relação à como usar funções pragmáticas da língua de forma apropriada, dependendo do contexto. O papel da cultura da sala de aula de LE foi percebido pelos alunos tanto como conteúdo da aula, por vezes dissociado da língua ou como pragmática de se aprender uma língua que reflete visões de mundo específicas, onde língua e cultura foram conectadas intrinsicamente. Sendo assim, duas principais implicações pedagógicas parecem surgir desses resultados. A primeira diz respeito à construção, na sala de aula de língua, de sentidos de cultura que permitam aos alunos perceberem a natureza fluída e mutável da mesma. A segunda se refere à importância de conscientizar nossos alunos sobre a construção social dos sentidos para que eles possam perceber, dessa forma, a relação intrínsica entre língua e cultura.
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Khaldi, Kamel. "Learning strategies of learners of English as a foreign language." Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/298/.
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The aim of the present research is to investigate the learning strategies which are used for the acquisition of English by graduate students. This research encompasses the strategies which are used during the acquisition process in general as well as the strategies used for the acquisition of specific areas of the foreign language. Before carrying out the investigation proper, we shall look at the students' previous learning experience of English as well as their beliefs about the foreign language itself and the leaning process in general. Furthermore, in order to determine the extent to which these strategies could have been the result of previous teaching, we have included an investigation of their teachers' background and teaching practices. Our study differs from the ones which have been carried out so far in this field in many respects. First, it is we believe, among the very few studies which investigates the strategies learners use for the acquisition of English as a Foreign language. In addition, unlike other studies, it will try to establish whether the strategies used are inherent to the learning process itself or are the result of previous learning experience. Since our concern is an applied one, we shall not limit ourselves to the theoretical side of the problem only. Instead, we shall look at potential applications in the classroom. Our investigation of the learners' strategies will primarily rely on the use of Verbal Report Data, i. e. the use of a Questionnaire and an Interview in which we have included different language learning tasks which will allow us to observe how learners deal with the various aspects of the acquisition process. In addition to the Introduction and Conclusion, the thesis is divided into five main chapters. The first chapter gives a very brief description of the language situation in Algeria and explains the role English plays in the educational system. The next two chapters, two and three, look at the theoretical developments in Linguistics and Psychology which have gradually led to the present interest in learners' strategies. The fourth chapter discusses in great details the rationale and design of our experiment as well the items which have been included in our eliciting instruments. The last chapter analyses the results and in the light of these discusses our hypotheses. Our findings suggest that learning strategies are inherent to the learning process itself and are used by all learners irrespective of their proficiency in the foreign language. Furthermore, they show that some strategies tend to occur more often with the acquisition of a particular area of the language than with another which itself will tend to be associated with another set of strategies. Finally, we shall discuss the important implications these findings have for the classroom teacher. This is why we conclude our study by making various suggestions for the incorporation of these findings in the foreign language classroom, which we are convinced will help less able students to perform better in the foreign language.
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Mohammed-Ali, Ahmed Shakir. "Attitudes and motivation of Arabic-speaking students of science and technology in Wales towards English and their relationship to proficiency in English." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260168.
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Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.
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Chapter 1 introduces the aims and objectives of the study.
It is followed by an analysis of the present situation at the Hanoi
Foreign Language Teachers College and the problems encountered by
teachers and administrators in ensuring the maximum efficiency of
the EFL programme.
The Report continues by asking a number of pertinent
questions about the methodology and techniques used in the teaching
of reading. This, in turn, is linked with theoretical considerations
which the writer examines at some length taking into account numerous
issues about language processing, cognition, expectation and
motivation, comprehending, discourse analysis, text cohesion and
so on.
Attention is then focused on the reader and the environment
in which he operates. In addition the reading lesson comes under
scrutiny and procedures, as well as material selection and teaching
systems are discussed. Finally the writer attempts to make suggestions
to his colleagues in the EFL field based on his own experience and
convictions.
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Apelgren, Britt Marie. "Foreign language teachers' voices : personal theories and experiences of change in teaching English as a foreign language in Sweden." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323900.
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Wallis, Leonard James Michael. "Teachers of English as a foreign language : male native English speakers in Saudi Arabia." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273531.
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Leung, Yau-keung. "Lexical networks and foreign language vocabulary acquisition." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810664.
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Lehtonen, Tuula Hannele. "Consciousness raising in foreign language vocabulary learning and reading." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/520/.
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This study on consciousness raising in foreign language vocabulary learning and reading took place in a reading comprehension course for university students in Finland. The aim was to find out what kind of changes in vocabulary and reading strategies and related matters the students underwent during the course and to investigate what support the course can give to the changes. The data were collected during a three-week course where I acted as a teacher and a researcher, and through interviews five months after the course. The course offered the students consciousness raising possibilities in the form of teacher-led sessions, group work and questionnaires. These activities form the main source of the data. Two mature students were selected under closer scrutiny. The transcribed data were analysed in four ways to 1) specify the perceived changes in vocabulary and reading strategies and in related matters, 2) to establish a link between the teacher-led consciousness raising and the changes, 3) to illuminate the importance of reflection in the change and 4) to investigate the support of group work to the changes in strategies of finding out word meanings. The findings of the study support the view that classroom learning does not take place in a vacuum. Both case study students showed changes in their perceptions about the reading process and about their ways of dealing with vocabulary. They also showed changes in their perceptions of themselves as learners. Both students, for example, articulated increasing confidence in themselves as language learners. It is likely that the teacher-led consciousness raising in the classroom and, in particular, the group work helped the learners reflect on their background and learning and, thus, change. The findings also indicate that the students' perceptions of the benefits of consciousness raising lasted at least until five months after the course. This study gave evidence that the two active learners subjectively perceived consciousness raising as beneficial. Future studies need to pay attention to the link between consciousness raising and the possible increase in proficiency. It is also important to study students whose participation in the course is not as active as that of the two case study students in this study.
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Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.
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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.
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Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.
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Thesis (Ed. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.
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Blomberg, S. (Sallamari). "The usefulness of games in foreign language learning:using games as an aid and motivation in language lessons." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201405081362.
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The usefulness of games in foreign language learning can be immense when the game and the designed situation are properly thought of. By incorporating games into language classrooms teachers could create a motivating and fun environment where students of all ages would be excited to learn new skills. Thus the intention of this thesis is to gather proof about the effectiveness of games in language learning. The popularity of educational games has risen during the last years and by examining previous studies where games have been incorporated into teaching one should notice the practicality of them. Indeed, in these gaming situations the students’ focus would be more on the game itself, not on the learning process. Intentional and incidental learning has been studied by Hakkarainen, Westwood and Hyvönen among others, and they conclude that in language learning incidental learning can be more profitable because then the new skills are kept in the procedural memory (Hakkarainen, 2002; Westwood, 2004; Hyvönen et al., 2007). Games are a way for students to incidentally learn vocabulary, grammar, pronunciation and oral skills via fun and motivating methods. As Piaget and Vygotsky have written, some active involvement needs to happen when learning. Sitting and memorising rules is not productive enough so the researchers have come to the conclusion that a person will learn more effectively either by actually physically doing something or by socialising with other people (Burman, 2010; Harré, 2006; Sinnemäki, 1998). The views of Gee also concur, as according to him informal/bonding language of a game improves the learning of people in a passionate affinity space (Gee & Hayes, 2011). By taking these notions into account teachers could improve their versatility and design their classrooms into more active ones. The board games and video games were gathered from previous studies and their evaluation according to the SWOT-analysis shows how and why games should be incorporated into language lessons. Although board games present the basic characteristics of playing, video games have developed into more advanced and versatile ones, and thus young students have become more motivated to play them. Some games are especially designed for classroom use but some can and should be modified by the teacher for more motivating learning experiences. Indeed, all the games under study change the general atmosphere of the classroom and this way succeed in teaching students a foreign language more memorably and realistically, and in a way that could inspire them to learn in the future as well — which can be said to be the main goal of all teachers<br>Pelien hyödyllisyys vieraan kielen oppimisessa voi olla suuri, kun peli ja pelitilanne on loppuun asti hyvin suunniteltu. Sisällyttämällä pelit kielten oppitunteihin opettaja voi luoda motivoivan ja hauskan ympäristön, jossa kaikenikäiset lapset oppivat innoissaan uusia taitoja. Näin ollen tutkielman tarkoitus on kerätä todisteita pelien käytännöllisyydestä kielten oppimisessa. Opettavaisten pelien suosio on kasvanut vuosien saatossa ja tutkimalla aiempia tutkimuksia pelien yhdistämisestä opetustilanteeseen voimme huomata niiden monikäyttöisyyden. Pelitilanteissa oppilaat keskittyvätkin enemmän itse peliin eikä niinkään oppimisprosessiin. Muun muassa Hakkarainen, Westwood ja Hyvönen ovat tutkineet tarkoituksellista ja satunnaista oppimista, ja heidän mielestään vieraan kielen oppimisessa satunnainen oppiminen voi olla hyödyllisempää, sillä silloin uudet tiedot varastoituvat proseduraaliseen muistiin (Hakkarainen, 2002; Westwood, 2004; Hyvönen, 2007). Pelaamalla pelejä oppilaat kehittävät sanastoa, kielioppia, ääntämistä ja suullisia taitoja ajattelematta, sillä mielenkiintoiset ja motivoivat toimintatavat vievät heidän ajatuksensa muualle. Kuten Piaget ja Vygotsky ovat kirjoittaneet, aktiivinen osallistuminen parantaa oppimista. Pelkkä istuminen ja kieliopin sääntöjen ulkoa opettelu ei ole tarpeeksi antoisaa, joten Piaget ja Vygotsky ovat tulleet siihen tulokseen, että joko fyysinen tekeminen tai sosiaalinen kanssakäyminen ihmisten kanssa voi auttaa ihmistä oppimaan tehokkaammin (Burman, 2010; Harré, 2006; Sinnemäki, 1998). Gee on samaa mieltä, sillä hänen mukaansa pelien arkinen kieli lähentää pelaajia motivoiden heitä oppimaan yhteisessä ympäristössä (Gee & Hayes, 2011). Huomioimalla nämä opit opettajat voivat kehittää itseään ja luokkahuonettaan monipuolisemmaksi ja aktiivisemmaksi. Lauta- ja videopelit kerättiin aiemmista tutkimuksista ja niiden arvioinnit SWOT-analyysin mukaan näyttävät, kuinka ja miksi pelejä pitäisi sisällyttää kielten oppitunneille. Vaikka lautapelit näyttävät pelien tyypillisimmät ominaisuudet, digitaalinen maailma saa koko ajan enemmän jalansijaa kehittyessään monipuolisemmaksi, joten nuoret oppilaat suosivat niitä. Osa peleistä on tarkoituksella kehitetty kielten oppitunteja varten, mutta joitakin pelejä voi ja pitääkin muokata toimivammiksi kokemuksiksi. Jokainen esimerkkipeli kuitenkin muuttaa tavallisen ilmapiirin luokkahuoneessa ja näin onnistuu opettamaan vierasta kieltä unohtumattomammin ja realistisemmin tavalla, joka mahdollisesti inspiroi oppilaita oppimaan myös tulevaisuudessa
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Chanduloy, George Felix. "Design of a task-based reading ability test in English as a foreign language." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12367746.
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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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Sklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.
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<p>In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.</p>
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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
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Lo, Wing-kum Louisa. "A study on the impact of the enhanced native-speaking English teacher (NET) scheme on its participating teachers (NETs) in their first year of teaching in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190513.
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Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
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Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared.
The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded.
The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length.
Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).