Dissertations / Theses on the topic 'English language Singapore Psychological aspects'
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Wong, Wai-ho Savio, and 黃蔚皓. "The cortical and functional organization of Chinese and English in bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30690328.
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Wong, Ngar-chu Mary, and 黃雅珠. "English language policies in Hong Kong and Singapore in the Post-war period: circa 1965-1998." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574870.
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HADIYONO, JOHANA ENDANG PRAWITASARI. "THE EFFECT OF THE NATIVE LANGUAGE AND ENGLISH DURING INTERACTIONAL GROUP PSYCHOTHERAPY WITH INDONESIAN AND MALAYSIAN STUDENTS, AND THE EFFECTIVENESS OF THIS METHOD FOR FOREIGN STUDENTS FROM NON-WESTERN COUNTRIES." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188050.
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Language and treatment modality are important variables in conducting psychotherapy with students from non-Western countries. Both variables might also have significant impact on therapeutic outcome. Foreign students in America speak at least two languages, and utilizing either their native language or English during sessions might result in different kinds of emotional expressiveness. Indonesian and Malaysian students are from countries where it is uncommon to express emotions publicly. Since language is a part of culture, using English might facilitate a distancing from their cultural context, and might also facilitate more verbal expressions of emotion. On the other hand, using their native language might facilitate a warm and "at home" atmosphere. The purpose of this dissertation is to study the effect of native language and English during interactional group psychotherapy with Indonesian and Malaysian students, and to assess the efficacy of this modality with foreign students. Yalom's interactional group psychotherapy was used with a group of Indonesian, a group of Malaysian, and a group of international students. These three treatment groups were compared to a group of international students who served as a control group. English and the native language were used alternately during the sessions with the Indonesian and Malaysian groups. Only English was used during the sessions with the international student groups. Objective measurements used were the Profile of Mood States, the Personal Orientation Inventory, the Group Environment Scale, the Group Climate Questionnaire, and the Subjective Evaluation Ratings Scale. Subjective measurement was independent judges. Results indicated that Indonesians and Malaysians rated themselves as significantly more active during sessions in English than during sessions in their native language. Raters perceived the Indonesian and Malaysian groups as more cohesive when sessions were conducted in the native language than when conducted in English. This study also indicated that interactional group psychotherapy was effective for foreign students, with some limitations. This treatment method was effective in improving mood states and personality profiles. The method was most effective for the Malaysians. In addition, this study also supported the notion that insight awareness therapy is effective for YAVIS (young, attractive, verbal, intelligent, successful) clients.
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Koh, Ernest Wee Song. "Singapore stories - language and class in Singapore : an investigation into the socio-economic implications of English literacy as a life chance among the Chinese of Singapore from 1945 to 2000." University of Western Australia. Asian Studies Discipline Group, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0196.
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This thesis is an investigation into the socio-economic effects of English literacy among the Chinese of Singapore between 1945 and 2000. Through the use of oral history, statistical evidence, and existing secondary literature on the conditions of everyday life in Singapore, it explores how English literacy as a life chance has played a key role in shaping the class structures that exist among the Chinese in Singapore today. Adopting a 'perspective from below', this study provides a historical account that surveys the experiences of everyday life in Singapore through the stories of everyday life. It seeks to present an account that more accurately reflects the nation's nuanced past through defining eras in Singapore's post-war history 'Singapore Stories' in the plural, as opposed to the singular. Viewing the impact of English literacy through the prism of Max Weber's concept of life chances allows an examination of the opportunities in the lives of the interviewees cited within by distinguishing between negotiated and corralled life chances. The overarching argument made by this study is that in the later stages of Singapore's postwar history and development, English literacy was a critical factor that allowed individuals to negotiate key opportunities in life, thus increasing the likelihood of socioeconomic mobility. For those without English literacy, the range of possibilities in life became increasingly restricted, corralling individuals into a less affluent economic state. While acknowledging the significance of structural forces, and in particular the shaping influence of industrialisation, economic policy, and social engineering, this study also demonstrates how regarding the Singapore Chinese as possessing a variety of distinguishing social and economic characteristics, all of which serve to segment the community as an ethnic group, adds a new and critical dimension to our academic understanding of the nation's social past and present. By locating areas of resistance and the development of life strategies by an individual or household, this thesis illustrates how language, literacy, and class operated within the reality of undefined and multilayered historical spaces among the Chinese of Singapore.
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Cheng, Mei Ling Tina. "An analysis of social & psychological factors in learning English as a second language in Hong Kong." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/98.
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White, Monica Latrice. "A study of the historical, the psychological, and the spiritual aspects of "passing" in the house behind the cedars and passing." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/647.
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This study investigates the phenomenon of “passing” for white and its effects on individuals, who “pass” or attempt to “pass.” The effects of “passing” that the study examines are the loss of the historical identity and the constant trauma of the psyche. Furthermore, this study examines the importance of the spirit(soul) of the “passing” person in returning to the African American community. The study is based on the premise that in order to gain the economic stability, education, and true freedom that are enjoyed by white society, persons have to “pass.” Therefore, African Americans who can cross the color line risk their lives and their sanity in hopes of capturing the American Dream. However, over time, these persons realize that the price of “passing” is too high, and thus, return to the African American community via the spirit. Thus, this study concludes that although the person who “passes” relinquishes the history and suffers emotionally by way of the psyche, the spiritual connection plays an integral role of restoring him/her to the African American community.
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Wan, Mei-po, and 溫美寶. "Cognitive mechanism of lexical selection in Chinese-English bilingual language production in sentential context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29367980.
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Blumenthal, Laura F. "Self-Efficacy in Low-Level English Language Learners." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.
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Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners.
This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners.
This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.
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Ho, Ping-ping, and 何冰冰. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36924003.
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Brendel, Claudia. "Identity and representation on the internet." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52301.
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Thesis (MA)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: This thesis investigates the ways in which identity is established and represented on the Internet. Through detailed case studies of different Internet sites, I examine the changing parameters of these concepts, and indeed of our concept of 'reality' itself. I then undertake a detailed reading of a number of films that represent the Internet as an integral part of their narrative. I make use, but also critique, postmodern understandings of identity and representation. Existing postmodern theories of identity and representation cannot fully account for the way Internet identity functions and the Internet interacts with other media and offline life. New analyses are required to explain the interactions between these concepts. This thesis uses the constructs of presence, performance, the body, and narrative to describe the way in which identity and representation function online, are represented in film and influence offline life.
AFRIKAANSE OPSOMMING: Hierdie tesis beskou die maniere waarop identiteit op die internet gevestig en oorgedra word. Ek ondersoek die veranderende parameters van hierdie konsepte deur uitgebreide gevallestudies van verskillende internetruimtes te doen, en bekyk ook ons opvatting van die werklikheid self. Voorts doen ek 'n deurtastende ondersoek na 'n aantal films wat die internet as 'n integrale rolspeler in die narratief voorstel. Ek maak gebruik van, maar beoordelook, postmodernistiese beskouings van identiteit en oordrag. Die bestaande postmodernistiese teorieë oor identiteit en oordrag kan nie volledig rekenskap gee van die wyse waarop die internet-identiteit funksioneer of hoe die internet op ander media en aftydse middele reageer nie. Nuwe ondersoeke is nodig om die wisselwerking tussen hierdie konsepte te verduidelik. Hierdie tesis gebruik die begrippe van aanwesigheid, optrede, hoofinhoud en narratief om die wyse waarop indentiteit en oordrag intyds funksioneer, in film oorgedra word en aftydse middele beïnvloed, te beskryf.
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Tu, Chia-Hua Vivian. "The relationship between language learning orientation and regulatory focus among EFL students in Taiwan." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186963.
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This research investigated the relationship between students’ approaches to second language learning and a specific personality variable. The main research instruments were two questionnaires. One was the Language Learning Orientation Questionnaire (LLOQ), which measures two orientations to language learning, Structure Orientation (SO) and Communication Orientation (CO). The other instrument was the Regulatory Focus Theory Questionnaire (RFTQ), which was extensively modified from the USdesigned Regulatory Focus Theory (RFT: Higgins, 1997) for application in the Chinese cultural background, or Confucian Heritage Cultures (CHC), of Taiwan. The study involved 360 students in four high schools in Taiwan. The quantitative data from the questionnaires were supplemented by qualitative data from interviews and non-participant classroom observations. The analysis of LLOQ results demonstrated a clear distinction between SO and CO among the participants. The results of the CHC RFTQ identified three forms of Regulatory Focus: Obligation-Adherence, Social-Security (which are conflated in standard RFT as PRE) and Goal-Achievement (a specific form of PRO). The analysis of the relationship between the LLOQ and RFTQ data indicates there is a correlation between RF and LLO.
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Brown, Jill 1952. "Teaching as an act of identity : the work of ESL teachers." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/7839.
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Clark, Carol Lea. "Crossing the writing threshold." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/840.
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Wong, Tai-yuen Albert, and 黃大元. "A study of cognition in context: the composing strategies of advanced writers in an academic context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242443.
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Howell, Ellen Sook Hyang. "Life experiences that influence language acquisition in generation 1.5 students." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3100.
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The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.
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Owen, Teresa Nanette. "Responding to personal issues in personal/experiential essays." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/956.
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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.
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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.Department of English
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Smit, Mathilda. "A grammatical analysis of the spontaneous language use of schizophrenic versus normal L2 speakers of English." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2746.
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Thesis (MA (General Linguistics))—University of Stellenbosch, 2009.ENGLISH ABSTRACT: It is well-known that there is an important relationship between language and schizophrenia, given that many of the primary symptoms of schizophrenia are language related (Cutting 1985; Wróbel 1990; Sadock & Sadock 2003; Paradis 2008). Furthermore, research has shown that certain schizophrenic bilinguals exhibit different symptoms in their first language (L1) than in their second language (L2) (De Zulueta 1984; De Zulueta, Gene-Cos & Grachev 2001; Paradis 2008; Southwood, Schoeman & Emsley 2009). This thesis investigates the L2 use of schizophrenic bilinguals to determine whether there are significant differences between the types and frequency of errors made in spontaneous L2 use by schizophrenic versus normal (i.e. non-schizophrenic) bilinguals. Four schizophrenic bilinguals and four normal bilinguals (the control group) participated in this study. The controls were matched to the schizophrenics in terms of age, gender, level of education, L1 (Afrikaans) and L2 (English). Informal, thirty minute interviews were conducted with each of the eight participants, recorded on video (for the schizophrenics) or audio tape (for the controls) and carefully transcribed. Each participant's speech sample was then analyzed grammatically by means of Morice & Ingram's (1982) assessment tool. This analysis involved determining the complexity of utterances (with reference to mean length of utterance, lexical density, and number of sentence-initial and sentence-medial conjunctions) and identifying phonological, morphological, lexical, syntactic and semantic errors. In this way a language profile was created for each participant and the differences between the two groups (schizophrenics and controls) were tested for statistical significance. On the basis of the results of these statistical tests, it is argued that the locus of differences between schizophrenic and normal L2 use is semantics, rather than any of the other aspects of grammar. The thesis concludes with a discussion of the main findings of the study, some criticisms of the assessment tool and suggestions for future research in this field.
AFRIKAANSE OPSOMMING: Navorsing dui op 'n belangrike verhouding tussen taal en skisofrenie, aangesien baie van die primêre simptome van skisofrenie taalverwant is (Cutting 1985; Wróbel 1990; Sadock & Sadock 2003; Paradis 2008). Verder dui navorsing ook daarop dat sekere skisofreniese tweetaliges verskillende simptome toon in hul eerstetaal (T1) as in hul tweedetaal (T2) (De Zulueta 1984; De Zulueta, Gene-Cos & Grachev 2001; Paradis 2008; Southwood, Schoeman & Emsley 2009). Hierdie tesis ondersoek die T2 gebruik van skisofreniese tweetaliges om vas te stel of daar beduidende verskille tussen die tipe en die gereeldheid van die foute is wat in spontane T2 gebruik deur skisofreniese teenoor normale (d.w.s nie-skisofreniese) tweetaliges gemaak word. Vier skisofreniese tweetaliges en vier normale tweetaliges (die kontrolegroep) het deelgeneem aan hierdie studie. Die skisofreniese groep en die kontrolegroep is eenders in terme van ouderdom, geslag, vlak van skoolopleiding, T1 (Afrikaans) en T2 (Engels). Informele dertig-minuut lange onderhoude is gevoer met elk van die agt deelnemers, opgeneem op video (vir die skisofrene) en op band (vir die kontrolegroep) en noukeurig getranskribeer. Elke deelnemer se spraakdata is hierna grammatikaal geanaliseer deur middel van Morice & Ingram se (1982) assesseringsinstrument. Hierdie analise het die volgende ingehou: die vasstel van die kompleksiteit van uitinge (met betrekking tot gemiddelde uitingslengte, leksikale digtheid, en die getal van sinsinisiële en sinsinterne voegwoorde) en die identifisering van fonologiese, morfologiese, leksikale, sintaktiese en semantiese foute. Op hierdie wyse is 'n taalprofiel vir elke deelnemer opgestel en die verskille tussen die twee groepe (skisofreniese- en kontrolegroep) is getoets vir statistiese beduidendheid. Op grond van die resultate van hierdie statistiese toetse word daar geargumenteer dat semantiek, eerder as enige van die ander aspekte van grammatika, die lokus van die belangrikste verskil tussen skisofreniese en normale T2 gebruik is. Die tesis sluit af met 'n bespreking van die belangrikste bevindinge van die studie, enkele kritiese opmerkings oor die assesseringsinstrument, asook voorstelle vir verdere navorsing in hierdie veld.
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Baron, Vita. "Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.
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This study examines references to foods mentioned in elementary school texts used in Montreal English schools. A study of 58 language arts and math texts used in grades 1-6 revealed a total of 4,391 references to foods in words and/or pictures. A large proportion of these references were to sugar-rich foods. A higher percentage of adult females prepared foods, followed closely by adult males. Boys were shown as eating food more frequently than any other group. Eating with one's peers was far more frequent than eating with the family, while a surprising number of children depicted in texts used in grades 1-3 consumed their food alone. The results of this study suggest that, because unintended information may influence childrens' nutritional habits, more attention should be paid to concomitant messages in elementary school textbooks.
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Brams, Janis A. "Writing and the unconscious." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/409.
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DiBenedetto, Tamra Elizabeth. "The role of language in constructing consciousness in Margaret Atwood's The Handmaid's Tale." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1128.
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Vigliotti, Jeanette C. "The Double Sighted: Visibility, Identity, and Photographs on Facebook." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/506.
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The primary objective of this analysis is to uncover the tools of Facebook identity construction. Because Facebook users have the ability to control the images and information associated with their profiles, reactionary scholars typically classify Facebook identity as a symptom of cultural narcissism. However, I seek to displace the fixation on the newness of the medium in order to interrogate the possibility of a society that has internalized surveillance. Using Michel Foucault’s theories on panopticism and heterotopia, I examine the role photographs play in the construction of an individual on Facebook, and the ways in which user photographs are positioned into social memory construction.
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Surma, Miyuki U. "Autonomy in foreign language learning: An exploratory analysis of Japanese learners." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/785.
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Learner autonomy has received increased attention: in the recent language teaching and learning literature. Although Holec (1981) proposed a somewhat categorical definition of learner autonomy, this concept can be viewed in various ways depending on factors such as context and culture. One may posit, for example, that learner autonomy is based on Western values and as such, is not as easily accessible in the Asian context. With such variables in mind, the purpose of this study is to gain a greater understanding of Japanese students' beliefs regarding foreign language learning in a particular context. This is undertaken by utilising multi-modal investigation procedures, consisting of three studies. Little's learner autonomy theory is utilised throughout this study to provide the theoretical framework. The current research is divided into three interrelated studies. Study One attempt to identify high achievers' beliefs about effective foreign language learning strategies, teacher/learner roles, classroom expectations, self-motivation strategies, and their concept of the self as a learner. In Study One, Little's definition of learner autonomy is considered as the basic concept and used to examine whether or not the collected data in this research supports his theory. Study Two attempts to discover Japanese students’ beliefs and expectations about foreign language learning in a particular context, namely, learning English in Japan. Study Three reports the students’ views on inside/outside classroom environment their journal writings. The researcher takes the position, based on Little's theory, that learner autonomy means both awareness of self-direction and the need for collaboration. In addition, she believes that autonomous learning is not just a matter of offering freedom of time and space, but that internal flexibility should be given some consideration in the development of learner autonomy. Based on Study One, learner autonomy is defined as learners' internal attitude for self-motivation, which leads to effective language learning. Positive self•beliefs and metacognitive awareness con be considered as keys in promoting learner autonomy. Study Two results confirmed high achievers' higher self•efficacy beliefs as compared with average students. The high achievers tended to have more confidence in their ability to learn a language successfully and showed a greater understanding for and use of metacognitive knowledge and strategies. In Study Three, low•middle English level students' beliefs were extracted from their journals and presented in detail. These showed that confidence•building and metacognitive awareness for self•reflection affected their motivation for autonomous learning. Results suggest that teachers should not impose restrictions on their students' potential based on their external judgement of the students' capabilities. Therefore, instead of training learners to satisfy teacher expectations, or simply giving students unbounded freedom to make decisions, learner development that promotes autonomy should be more concerned with the nature of both students’ and teachers’ learning as a path towards self growth.
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Leung, Shan Mui Stella. "The use of praise and humour in ESL classrooms by native speaking teachers (NS) and non-native speaking Chinese teachers of English (NNS) : a cross-cultural comparative study in the Hong Kong context." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/380.
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Dison, Arona. "Crossing boundaries: facilitating conceptual development in relation to culture in an English for academic purposes course." Rhodes University, 1998. http://hdl.handle.net/10962/d1002627.
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This research was undertaken as the first cycle of an action research project. The aim was to develop a course within the English Language 1 for Academic Purposes (ELAP) course at Rhodes University, which would facilitate the conceptual development of students in relation to the topic of Culture. The implementation of the course was researched, using students' writing, interviews, staff meeting discussions and video-taping of certain classes. Ten students volunteered to 'be researched'. The types of initial 'commonsense' understandings of culture held by students are outlined and the conceptual development which they underwent in relation to Culture is examined. Students' perceptions of the approaches to learning required in ELAP and the Culture course in particular are explored. The involvement of the ELAP tutors in the course and in the research was a learning experience for them, and this became-another focus of the research. The findings of the research support the argument for using challenging subject matter in English for Academic Purposes (EAP) courses, provided that the learning process is carefully scaffolded. An underlying assumption is that ways of thinking and learning in university courses need to be explicitly taught to students and the study concludes that lecturers of mainstream courses could also learn from the findings of research such as this. The study also shows the potential power of participatory action research to involve practitioners in research and enhance their understandings of aspects of their practice. Finally, it notes the need to value subtle developments in students and to see them as being part of a longer term process.
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Dobinson, Toni. "The recall and retention of new vocabulary from second language lessons." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/954.
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This study set out to take a close look at English language lessons and the Individual language learners ability to recall new words arising In those lessons. Learners were asked to report the new vocabulary items that they could recall immediately after a lesson. Many words were recalled and in some Instances the same word was recalled by more than one learner whereas in others, learners recalled words not recalled by anyone else. Just under half of the words recalled, fitted the former category and just over half fitted the latter category. The amount of vocabulary recalled by individuals varied enormously although the average recalled was 6 items per learner. The majority of these words were two syllable nouns with neutral, abstract connotations. Some part words were recalled also. The rate of retention for these words was high over a six week period and some words which had originally been recalled only weakly (In other words without their meanings) came to be recalled Strongly (or with their meaning as well) over time, trusting the learner as a reliable and valuable source of data in terms of reporting the conscious processes undergone during a lesson, the researcher documented each individual's introspections of the processes involved in the noticing, recollection and retention of Items of vocabulary from the lessons. The decision to investigate only those words recalled by more than a quarter of the learners was made fairly early in the study, as the researcher was keen to see why certain words were recalled by learners much more than others. The learners gave reasons which could be grouped together under the headings of Interaction with the Data, Classroom Interaction, Personal Agenda/Priorities and Previous Learning/ Beyond the Classroom. Reasons given most often related to the category of Interaction with the Data. The second largest group of reasons given for recall of new words from the lessons related to Classroom Interaction. II seemed that reamers attributed noticing and recollection of new words to the fact that they had worked on the words in some way or been affected by qualities of the words themselves. In other words, they maintained that recall was due to the fact that they had interacted with the data presented In the lesson rather than interacted with the teacher or other students. Reasons relating to Personal Agendas/ Priorities and Previous Learning! Beyond the Classroom were present in the study but did not form a significant part of all reasons given. The researcher also decided to check if what learners had said was true in the case of events occurring in the classroom interaction and, at the same time, see If any trends could be ascertained In terms of links between features of the discourse and recall of new words. It was found that events recalled by learners in the classroom Interaction were borne out in almost all cases. What was more, nearly all words recalled by more than a quarter of learners had been 'mentioned' during the lesson, Words which had been 'repeated', 'focused upon', ‘introduced then reintroduced' during the lesson and were at the centre of a lot of 'turn-taking' were more likely to be recalled. This was only true up to a certain point, however. Too much of any of these things seemed to produce a negative relationship with recall or the relationship already established with a smaller amount of these variables present, remained unchanged. There appeared to be links between more student 'repetition' of words, and greater recall of that word, however, it was not necessary for learners to participate in the classroom interaction in order to recall large numbers of new words. Overall the study found that words which were made explicit in some was for learners and given attention during the lesson they were likely to be recalled by more learners.
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Smith, Lorina S. "Case studies of basic writers processing topics both concrete to abstract and abstract to concrete : a relationship between personality type and writing process." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722196.
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Contempory writing theories do not explain many of the writing behaviors exhibited by basic writers in the classroom. Many theorists (Emig, Fitzgerald, Rose, and Perl) have identified similar and distinct writing behaviors which have also been identified by instructors of basic writers. This study focuses on two college-level basic writing students by using the results of the Myers-Briggs Type Indicator and identified writing behaviors of theorists; these case studies shed light on writing processes in relationship to personality. The results suggest a correlation between writing behaviors and personality types which affects the writing and the teaching of the writing processes.Department of English
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Yim, Wai Yee. "Learning anxiety over learning effects : a case in Hong Kong." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/395.
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Heald, Jennifer Margaret. "Using self-directed learning strategies and affective factors in educating adult English learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2461.
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The content of this project will serve to demonstrate that ample research connects self-directed learning to more healthy psychological dynamics in language acquisition. It will also show that self-directed learning strategies are practical and effective in teaching a second language.
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Caswell, Nicole I. "Sensing and intutitive preferences : a stylistic analysis of first year composition student writing." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1390653.
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Research in psychological type theory – especially that done by Jensen and DiTiberio on type and composition – has offered writing teachers another way to understand the different writing processes of their students. One aspect of composition that has not been researched with regard to psychological type theory is the writing style of students. This study proposes a relationship between psychological type theory (specifically the sensing and intuition continuum) and the writing styles of First Year Composition students. Seventy-two students participated in the study, taking the MBTI (Myers-Briggs Type Indicator) and submitting their diagnostic essays to be analyzed using Corbett's stylistic analysis. The results suggest a relationship between writing style and personality type that teachers can use to tailor lesson plans for students (in areas such as revision and audience awareness) to increase student growth.Department of English
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Aspeling, Lara Lee. "The influence of gratitude journalling on the motivation and English language proficiency of young adult isiXhosa speakers." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6788.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: The scientific study of gratitude is one of the topics currently researched by the emergent positive psychology movement, which seeks to understand more about the very best in human beings. Studies in psychology have found that gratitude and other positive emotions in the workplace seem to be linked to motivation, which in turn results in increased productivity. Much research in second language (L2) acquisition has shown a link between increased motivation and improved levels of L2 proficiency. My thesis aims to link these two types of research, by investigating the effect of gratitude journalling on isiXhosa-speaking students at a South African university of technology, in respect of their motivation to improve their English, their attitude towards English, and their English language proficiency. I also attempt to determine whether the language in which the journalling is done has any impact. I developed several tasks for my participants, in order to ascertain their attitudes towards English, their motivation to improve their English, and their English proficiency. These tasks took the form of surveys and questionnaires, which were completed before and after a journalling intervention. The intervention was in the form of journalling online, using the university's e-Learning Centre's WebCT application. The participants were divided into four groups: factual journalling in English; factual journalling in isiXhosa; gratitude journalling in English; gratitude journalling in isiXhosa. They were asked to write two to three sentences in their online journals on five out of every seven days for the period of one month. In line with the findings of previous research conducted with isiXhosa learners, the results of my investigations showed that these isiXhosa students had a fairly positive attitude towards English to begin with. No significant changes in attitudes towards English, motivation to improve English, or English proficiency, were noted among any of the four groups of journallers pre- versus post-intervention. It makes sense intuitively that gratitude journalling should increase the motivation and thus the proficiency of isiXhosa learners in English. However, in retrospect, I realise that it was somewhat ambitious to expect to see a change in English language proficiency over the period of just one month. If my participants had experienced enhanced levels of motivation as a result of the gratitude journalling (in English and/or in isiXhosa), their proficiency in English might have increased over time. However, the gratitude journalling seems not to have had an impact on the attitude towards English/motivation to improve English of these third-year isiXhosa university students. Whatever the effect might have been of the gratitude journalling in these young adults' lives, it is not reflected directly in the results of my study. Perhaps future research on the impact of gratitude journalling in the lives of university students could be conducted, using larger samples of participants, and extending the intervention over a longer period of time.
AFRIKAANSE OPSOMMING: Die wetenskaplike bestudering van dankbaarheid is een van die onderwerpe wat deesdae nagevors word deur die opkomende positiewe sielkunde beweging, wat daarna streef om meer te wete te kom oor die heel beste eienskappe van die mens. Ondersoeke in sielkunde het gevind dat dankbaarheid en ander positiewe emosies in die werksituasie gekoppel skyn te wees aan motivering, wat weer op sy beurt lei tot verhoogde produktiwiteit. Baie navorsing in tweedetaal(T2-)verwerwing het 'n verband gevind tussen verhoogde motivering en verhoogde vlakke van T2-vaardigheid. Hierdie tesis poog om hierdie twee tipes navorsing te verbind, deur ondersoek in te stel na die invloed van die hou van 'n dankbaarheidsjoernaal op die motivering en houding teenoor Engels en die Engelse vaardigheidsvlakke van isiXhosa-sprekende studente aan 'n Suid-Afrikaanse universiteit van tegnologie. My doel was om vas te stel of die hou van 'n dankbaarheidsjoernaal hierdie leerders sou kon help om hul motiveringsvlakke te verhoog en daarom indirek hulle vaardigheid in Engels, en om vas te stel of die taal waarin die joernaal gehou word enige impak sou hê. Ek het verskeie take ontwerp vir my deelnemers, om sodoende vas te stel wat hulle houding teenoor Engels was, sowel as hulle motivering om hul Engels te verbeter, en hulle Engelse vaardigheidsvlak. Hierdie take het opnames en vraelyste behels wat voltooi is voor en na 'n joernaal-hou intervensie. Die intervensie het behels dat die deelnemers aanlyn 'n joernaal moes hou en ek het gebruik gemaak van die universiteit se e-leer sentrum se WebCT. Die deelnemers is in vier groepe verdeel: feitelike joernaal in Engels; feitelike joernaal in isiXhosa; dankbaarheidsjoernaal in Engels; dankbaarheidsjoernaal in isiXhosa. Hulle is gevra om vir een maand lank twee of drie sinne in hulle aanlynjoernale te skryf op vyf uit elke sewe dae. In aansluiting by die bevindinge van vorige navorsing op isiXhosa-sprekende leerders, het die resultate van my ondersoek daarop gedui dat hierdie isiXhosa studente 'n relatief positiewe houding teenoor Engels gehad het, nog voor die intervensie. Geen beduidende verskille in houdings teenoor Engels, motivering om Engels te verbeter, of Engelse vaardigheid is gevind vir enige van die vier groepe toe pre-intervensie en post-intervensie prestasie met mekaar vergelyk is nie. Dit maak intuïtief sin dat die hou van 'n dankbaarheidsjoernaal deur T2-leerders sou lei tot verhoogde motivering en daarom tot verhoogde vaardigheidsvlakke in Engels. Agterna beskou, besef ek egter dat dit effens ambisieus van my was om te verwag om 'n verandering in Engelse vaardigheidsvlakke te sien binne een maand. Miskien sou my deelnemers se vaardigheidsvlakke in Engels met verloop van tyd verbeter het indien hulle wel verhoogde motivering ervaar het as gevolg van die hou van 'n dankbaarheidsjoernaal (in Engels en/of isiXhosa). Die dankbaarheidsjoernale skyn egter geen impak te gehad het op die houding teenoor Engels / motivering om Engels te verbeter by hierdie derde-jaar isiXhosa universiteitstudente nie. Watter effek die hou van 'n dankbaarheidsjoernaal ookal gehad het in die lewens van hierdie jong volwassenes, dit word nie gereflekteer in die resultate van my studie nie. Miskien sou verdere navorsing gedoen kon word oor die impak van dankbaarheidsjoernale in die lewens van universiteitstudente, met groter steekproewe en 'n langer intervensietydperk.
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Ackerdien, Raeesah. "Student discourses: influences on identity and agency." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13625.
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South Africa‟s racialised history dates back to a colonial period where South Africans were separated by race, language and laws which prevented people of colour from mixing with those who were termed White. 22 years after the end of apartheid, race and language remain a painful part of history and a topic which is always visible in our private and public discourses. Students, as of recent, have pointed to the challenges and legacies of apartheid they face in higher education and broader society. The lack of broader transformation and racial prejudice leave a great divide amongst different groups of students. Given this background, this study sought to examine how students were making sense of themselves and others. The participants of this study included 50 second year students from the Department of Language Studies at the Nelson Mandela Metropolitan University in Port Elizabeth. This research study focused on the identity development of students and how these factors impacted their identities taking into account aspects of race, language, sense of agency and those impacting their sense of agency and sense of self. This study used a qualitative research method which involves an interpretive approach to research as this method was best suited for this study‟s analysis of student narratives. This study is a case study of the single case of second year students. The research, furthermore, used a Poststructuralist approach as theoretical underpinning and Critical Discourse Analysis for analysis of the data. Relevant literature were read and reviewed to determine what studies were saying about factors impacting on youth identity. Student narratives were analysed in order to determine which factors impacted on their identity formation, as well as the perceptions of their own identities and those of others. The results of the findings showed that students‟ identity development was affected by factors such as cultural background, parents, death of loved ones, aesthetic interest, race and language. Socio-economic inequalities in South Africa, race and language strongly defined student identities. Identities were found to be multiple and dynamic. The impact on student agency was as a result of the influences of their parents but also because of the inequalities in society. The only commonality students identified as having with other students was study. Students revealed that they did not cross racial or language boundaries to socialise with other students. There were students who indicated that they resisted racial categorisations and spoke of the celebration of diversity in South Africa but these were in the minority. Unlike previous studies that showed students wanting to move on to a new unified South Africa while simultaneously using old apartheid discourses, this study showed that students remained rooted in these discourses but reverted to these discourses because of societal inequalities. They did not foresee any moves to a new unified South Africa if inequalities not addressed. They were more radical about what a new future looks like with the battle against privilege won. Language was identified as a barrier and the fallacies of English being linked to superior intelligence was pointed out. The divides between White and Black students were apparent in the data. The study therefore recommended that curriculation of modules be undertaken with teaching of fluidity of identities and providing of critical tools for students to deconstruct race and language. The South African context should be foregrounded in all faculty study areas so that students work to a public good that seeks to eradicate inequalities. Safe spaces need to be provided for debating of these issues as well as social spaces for interaction across racial divides.
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Yoo, Joanne. "A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn." University of Sydney, 2008. http://hdl.handle.net/2123/4132.
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Doctor of EducationThe teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’
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Praphruitkit, Thira. "The Relationships Among English Oral Communication Apprehension, Social Interest, and Locus of Control of Far Eastern Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330917/.
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This study determined the relationships among English oral communication apprehension, social interest, and locus of control of Far Eastern students, and examined whether differences exist in these variables, compared to gender, age, academic classification, major field of study, employment status, and length of study in the United States. Four instruments, including a demographic questionnaire, the Adapted Personal Report of Communication Apprehension-24 (AFRCA-24), the Social Interest Scale (SIS), and the Rotter's Internal-External (I-E) Scale, were used to collect data from the sample of 240 Far Eastern students enrolled at North Texas State University in the fall semester of 1986.
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Chau, Fung-ming, and 周鳳鳴. "Reticence and anxiety in language classrooms: with regard to F. 1 students in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31944991.
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Sedibe, G. Konotia. "A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa.
AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.
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Kevari, Mary Kathleen. "The role of universal grammar in second language acquisition: An experimental study of Spanish ESL students' interpretation of lexical pronouns." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1710.
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Du, Toit Merise. "Parent and guardian support of Korean migrant learners' primary schooling experience." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19944.
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Thesis (MEdPsych)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively.
AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ʼn gewilde bestemming waar beide immigrante en migrante saam met hulle families ʼn nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ʼn gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ʼn fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ʼn belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.
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Bilyayeva, Tetiana A. "Cross-Cultural Comparative Study of Users’ Perception of the Navigation Organization of an E-Commerce Web Application." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/413.
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The object of this study was to assess the influence of native language, as a principal cultural characteristic, one users’ behavior when using a web-based e-commerce application. The study expands on previous research by comparing English and Russian users. The research also considered demographic data to assess additional factors that influence behavior and task performance. The research design encompassed an online shopping application with two different navigation menus. One menu was based on the action-object model and the other was based on the object-action model. The user interface was created in two different languages (Russian and English). This study suggests that language, as a cultural indicator, has a direct relationship to user satisfaction and performance in e-commerce web applications.
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Wong, Jock. "Singapore English : a semantic and cultural interpretation." Phd thesis, 2005. http://hdl.handle.net/1885/149597.
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Philip, Mary Susan. "Re-scripting identities : performativity in the English-language theatres of Singapore and Malaysia." Phd thesis, 2005. http://hdl.handle.net/1885/110187.
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This thesis will study identity in Malaysia and Singapore as a performative
construct, and will analyse the role of the theatre in the deconstruction and
reconstruction of these identities. Identity is constituted by the authorities in both
countries, most importantly along racial lines, for particular social, political and nation building
strategies; these · authoritative constitutions are increasingly disrupted and
challenged at the individual level. In studying the construction of identity, my focus
will be on the post-independence English-language theatres of Singapore and Malaysia,
and how they are used to challenge, question, and negotiate with authority-constituted
identities.
The question of identity-constitution will be approached through a reading of
Judith Butler's theory of performativity. This theory suggests that gender identities are
performative, that is, that they are (usually at an unconscious or subconscious level)
created and acted out. While Butler's focus is on gender identity, my reading will
expand that focus to also include national, racial, and transnational identities.
If an identity is acted out, then it can also be re-acted differently, or reacted
against. In Malaysia and Singapore, the theatre functions as a public but nonetheless
unofficial space in which such re-acting or reacting can occur, where state-constructed
identities can be countered by individual constitutions of identity. In both countries, the
theatre is a particularly vibrant, lively and rapidly developing site of expression which
provides fertile and compelling ground from which to study the constitution of
identities.
This thesis will comprise five chapters, an introduction and a conclusion.
Chapters one and two will examine changing attitudes towards national identity.
Chapters three and four will narrow the focus from wider public issues to more private
issues such as an individual's construction as a racialised or gendered being. Chapter
five widens the focus again, to look at conceptions of national identity within an
increasingly transnational world. Overall, this thesis will look at the slow growth of
overarching Malaysian and Singaporean identities which, while they grapple with the
inescapable question of race, also reconfigure that question into new and thought provoking
forms, challenging the essentialising hegemony of the state.
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De, Sousa Diana Soares. "To be or not to be bilingual: cognitive processing skills and literacy development in monolingual English, emergent bilingual Zulu and English, as well as bilingual Afrikaans and English speaking children." Thesis, 2016. http://hdl.handle.net/10539/22338.
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A thesis submitted to the Faculty of Humanities,
Department of Psychology at the University of the Witwatersrand,
in fulfilment of the requirements for the degree of Doctor of Philosophy
October 2016.Literacy in multilingual contexts includes social and cognitive dimensions (GoPaul-McNicol & Armour-Thomas, 1997). Becoming literate carries with it the ability to develop and access higher-order thinking skills that are the building blocks for cognitive academic language proficiency, as well as the means that define educational opportunities (Bialystok, 2007). South Africa has 11 official languages and a multilingual education policy but South African schools are able to determine their language of instruction policy of monolingualism or multilingualism (Heugh, 2010). This raises the question of whether monolingualism or bilingualism influences children’s successful acquisition of reading. It is important to investigate the effect this has on reading processes and skills of monolingual and bilingual children because this issue has received limited research attention while it contributes to our greater understanding of how children’s cognitive capacities for literacy attainment are either constrained or promoted through broader social factors operating in a child’s literacy-learning environment (Bialystok, 2007; Vygotsky, 1978). Cognitive processing and reading skills were assessed in monolingual and bilingual children at a public school in an urban area of Johannesburg. An English-speaking monolingual group with English as the language of instruction (N = 100) was compared with a Zulu-English bilingual group with Zulu as first language (L1) speaking proficiency and English as second language (L2) literacy experience (N = 100) on measures of reading, phonological awareness, vocabulary skills, and working memory. Performance in cognitive processing and reading skills of these two groups was compared to an Afrikaans-English bilingual group (N = 100) with dual medium instruction. Tests of language proficiency confirmed that the Afrikaans-English bilinguals were balanced bilinguals and that the Zulu-English bilinguals were partial bilinguals. Aim and method: The purpose of this study was to expand knowledge in the field of second language reading acquisition and language of instruction by examining the impact of language related factors on the cognitive development and literacy competence of monolingual and bilingual children in the South African context. The central tenet of the bio-ecological approach to language, cognitive and reading assessment is that language acquisition is inseparable from the context in which it is learned (Armour-Thomas & Go-Paul-McNicol, 1997). Drawing from this approach, the present research project investigated the effects of the level of orthographic transparency on reading development in the transparent L1 and opaque L2 of biliterate Afrikaans-English bilinguals learning to read in a dual medium school setting. The effects of oral vs. written language proficiency in the L1 on the acquisition of L2 English reading was also investigated by examining whether reading processes and skills transferred from one language to another and the direction or nature of this transfer in partial and balanced bilinguals. Finally, whether a balanced bilingualism and biliteracy Cognitive processing skills and literacy development in monolingual and bilingual children in South Africa vi experience had beneficial effects on cognitive tasks demanding high levels of working memory capacity, was investigated. Results: Reading in Afrikaans – the more transparent orthography – reached a higher competency level than reading in the less transparent English. Dual medium learners and L1 English monolingual learners acquired reading skills in their home language(s) at a higher level than L2 English with L1 Zulu speaking proficiency learners did. Dual medium learners outperformed both monolingual learners and L2 English with L1 Zulu speaking proficiency learners on tests of phonological awareness, working memory, and reading comprehension. They also reached similar competency levels in tests of vocabulary knowledge than monolingual English (L1) learners. These differences translated into different relationships and strengths for reading attainment in monolingual and bilingual children. These findings provide support for a language-based and context-dependent bio-ecological model of reading attainment for South African children. Conclusions: Bilingual children who are exposed to dual medium reading instruction programmes that value bilingualism philosophically and support it pedagogically create optimal conditions for high levels of cognitive development and academic achievement, both in the first and in the L2. Absence of mother tongue instruction and English-only instruction result in a reading achievement gap between emergent Zulu-English bilinguals and English monolinguals. This effect is not observed in the biliterate Afrikaans-English bilinguals; instead, these children performed better than the English monolinguals on many English tasks and working tasks requiring high levels of executive control and analysis of linguistic knowledge, despite English being their L2 while learning to concurrently read in Afrikaans and English. Arguments for and (misguided) arguments against dual medium education are examined to identify the consequences of translating this model of education into effective schooling practices, given the socio-political contexts in which educational reforms take place at local schools and in communities (Heugh, 2002). More broadly, good early childhood education includes a rich language learning environment with skilled, responsive teachers who facilitate children’s literacy learning by providing intentional exposure to and support for vocabulary and concept development. Classroom settings that provide extensive opportunities to build children’s reading competences are beneficial for young dual language learners no less than for children acquiring literacy skills in a one-language environment (Cummins, 2000; Heugh, 2002).
GR2017
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Rose, Glenda Lynn 1969. "Language acculturation anxiety in Spanish speaking adult immingrants learning English in the United States." Thesis, 2008. http://hdl.handle.net/2152/3938.
Full textAbstract:
The principle question of this study pertained to the nature of the relationships between foreign language anxiety, acculturation, and acculturative stress as it is experienced by adult Spanish speaking immigrants living in the United States. In addition to the nature of the relationships between the constructs, the ways in which they are experienced by adult English learners were also investigated. Three inventories were adapted for delivery via a multimedia website. The English Language Anxiety Scale (Pappamihiel, 1999) adapted from the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) was adapted for measuring anxiety. The Stephenson Multigroup Acculturation Scale (1999) was selected for measuring the degree of acculturation, and the Multidimensional Acculturative Stress Inventory (Rodriguez, Myers, Bingham Mira, Flores, & Garcia-Hernandez, 2002) was selected for measuring acculturative stress. From the ninety-five original surveys that were begun on the website, fifty-five cases were selected for analysis. Results showed no significant correlations between the major constructs; however, interesting correlations among various individual items in the scales existed. Additionally, combined with the analysis of six semi-structured interviews, results indicate that the concept of foreign language classroom anxiety should be moved beyond the perimeter of the classroom for the case of adult immigrants learning English in an English-speaking country. Results further indicate that language acquisition in the adopted country when accompanied by the regular processes of acculturation may produce higher levels of language anxiety, not only in the degree of anxiety but also in the proportion of students dealing with anxiety when speaking English. The construct of language acculturation anxiety is proposed to identify the combined effect of language anxiety, acculturation, and acculturative stress. Implications for the instruction of adult English students are made, as well as recommendations for future studies, including considerations when using a computer mediated delivery with this population.text
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Cann, Pamela Anne. "Factors affecting the acquisition of English as a second language." Diss., 1992. http://hdl.handle.net/10500/16279.
Full textAbstract:
This dissertation considers the factors affecting the acquisition of a second language and those factors thought to be the most important in the acquisition of English as a second language. An examination of the theories of language acquisition is followed by a literature study and discussion of the factors appearing to be of importance in second language acquisition. The account of the empirical investigation, conducted in an English medium school in Botswana, includes the formulation of hypothesis, discussion of the sample, a description of the measuring instruments used and a summary of the general procedure followed. The results of the empirical investigation suggest that the most important factors in the acquisition of English as a second language are age, intelligence, the amount of English spoken at home, pupil perception of parental support and first language acquisition. In conclusion, some of the educational implications of this investigation are considered.Psychology of Education
M. Ed. (Psychology of Education)
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Chang, Shao-hua 1968. "A case study of EFL teachers in Taiwan : identities, instructional practices and intercultural awareness." Thesis, 2004. http://hdl.handle.net/10125/11533.
Full text
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"Reticence, anxiety and performance of Chinese university students in oral English lessons and tests." Thesis, 2005. http://library.cuhk.edu.hk/record=b6074007.
Full textAbstract:
Adopting both qualitative and quantitative approaches with a strong element of triangulation, the present research aimed to investigate the issues of reticence and anxiety in oral English classroom-learning and testing situations at the tertiary level in Mainland China.Following the ground work phase, the main study, which was divided into two phases, got underway. In the first phase, a 124-item survey was distributed to approximately 570 first-year undergraduate non-English majors at three different proficiency levels at Tsinghua University; 547 valid questionnaires were processed. In the second phase, three English language classes (one from each different proficiency group) were selected for the case study which continued for the full term: the students were required to write reflective journals with one entry per week for six consecutive weeks, the teachers were asked to observe and keep a weekly record of the students' reticence and anxiety in classroom activities during the whole term, the three classes were observed and video-taped twice, 7 students from each group and their teachers were invited for semi-structured interviews, and the final oral English test given to the students was observed and video-taped.
The large-scale survey was analyzed using SPSS 11.00---descriptive statistics, reliability, correlation, factor analysis, t-test, and ANOVA to examine students' self-reported reticence and anxiety and their relationships with other variables such as students' self-rated English proficiency. The journals, interviews, and observations were subjected to a thematic content analysis to explore students' reticence and anxiety during oral English lessons and tests, and identify factors underlying reticence and anxiety in oral English classroom-learning and testing situations as well as corresponding coping strategies adopted by the participants.
The major findings were: (1) a considerable number of students self-reported and were observed to be reticent and nervous during oral English lessons and tests. The more proficient students tended to be less reticent and anxious, (2) the more reticent student tended to be more anxious during oral English lessons and tests, (3) reticence and anxiety negatively affected students' performance in oral English, (4) student reticence and anxiety varied from activity to activity in the classroom and changed during both the term and final oral English test, (5) multiple factors contributed to student reticence and anxiety during oral English lessons and tests, (6) the majority of the participants felt helpless about student reticence and anxiety. Most teachers and students were not aware of how to effectively cope with them, and (7) reticence and anxiety interacted with each other in both situations. Based on these findings, certain pedagogical implications were discussed to reduce students' reticence and anxiety in oral English classroom-learning and testing situations, thus enhancing the teaching and learning of oral English in Mainland China. In addition to contributing to the overall literature of research on reticence and anxiety in Chinese and FL learning contexts, the present research revealed some areas for future research.
Liu Meihua.
"July 2005."
Adviser: Jane Jackson.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0167.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (p. 336-360).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in English and Chinese.
School code: 1307.
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"The development of Chinese word reading: relations of sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge to Chinese-English biscriptal reading." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074612.
Full textAbstract:
This study examined the roles of sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge, measured using twelve different tasks hypothesized to indicate these four broad constructs, in Chinese character recognition and English word reading among 536 Hong Kong Chinese kindergartners, second- and fifth-graders. The twelve tasks generally showed an increase in performance with grade level. Confirmatory factor analyses comparing alternative models of these four constituents of Chinese word reading revealed a dynamic pattern of children's latent linguistic or reading processing skills development: The best-fitting model of kindergartners' processing was one that included two broad constructs, broadly termed metalinguistic processing and orthographic processing. In contrast, second-graders showed a fine-grained sensitivity to four distinct skills of sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge. Finally, the latent processing skills of the fifth-graders converged into phonological and orthographic processing. The contributions of each of these initially specified constructs, i.e., sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge, to Chinese word reading varied across each separate grade in regression analyses. The sub-character processing construct was uniquely associated with kindergarten Chinese word reading only. In contrast, the morphological awareness construct was uniquely associated with Chinese word reading in both second- and fifth-graders. The orthographic knowledge construct was uniquely associated with word reading across ail three grades. However, the phonological awareness construct was not uniquely associated with Chinese word reading in any of the groups of children, though it was uniquely associated with English word reading, even with Chinese character recognition skill statistically controlled. These findings demonstrate how Chinese word reading might develop across age and highlight the importance of sub-character processing, morphological awareness and orthographic knowledge for Chinese word reading development as well as the importance of phonological awareness for English word reading.Tong Xiuli.
Adviser: Catherine McBride-Chang.
Source: Dissertation Abstracts International, Volume: 70-06, Section: B, page: 3806.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (leaves 151-166).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese; includes Chinese characters.
School code: 1307.
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Quinn, Andrew Harry. "I can hear you writing : reflections on voice and writing." Thesis, 1999. http://hdl.handle.net/2429/9739.
Full textAbstract:
Written in the form of a narrative, this thesis explores the phenomenon of
voice in writing, and what the development of an awareness of the multiplicity
voices while writing and reading can mean for language learners. This thesis is
also a personal reflection of depression, and a recollection of individual, family
and life events. One chapter takes the form of a unified narrative, while another
presents anecdotal recollections. It is, in this sense, an exploration of voices
through an analysis of available academic and public writing, and a personal
inquiry into how the concept of voices in writing has affected my development
as an individual and as a writer.
The first section reviews some of the academic and public literature on
writing and voice, and reveals that early writing on the issue of voice reflected a
monolistic theory of voice. That is, that there is one voice that as writers we must
find within ourselves, or there is a voice of the author that we must seek out.
However, views of the multiplicity of voices in writing are increasingly common.
While philosophical tradition since Plato has mistrusted writing and viewed it as
secondary to speech, philosophy has nevertheless employed writing to further its
own inquiries. Re/viewing the issue of voice in writing may be one way to deal
with this long-standing schism between speech and writing.
There is a need to further problematize the field of writing, not searching
for ways to simplify the process but seeking ways to celebrate the inherent
complexity, ambiguity, and paradoxical nature of writing. The thesis concludes
with a reflection on the need to seriously consider the significance of voices in
writing in first and second language instruction.
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Han, Kyungsun. "ESL learner's self-efficacy and language anxiety in computer-networked interaction." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3120302.
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Kramer, Benjamin Paul 1968. "Examining hybrid spaces for newcomer English language learners: a critical discourse analysis of email exchanges with business professionals." Thesis, 2007. http://hdl.handle.net/2152/3308.
Full textAbstract:
This paper provides analysis of a series of email correspondences between secondary newcomer immigrant students and Latino business professionals within the same urban community. The author, using James Gee's discourse theory (1990, 1996, 1999, 2004) contends that school-based discourses and structures have historically operated as barriers to academic success and societal acceptance for the vast majority of secondary English Language Learners, indicating the systemic perpetuation of a racist, classist, xenophobic social order through the public schools. When an attempt is made to sidestep these school-based discourses and put students in direct contact with mature, successful practitioners of English outside of the education community, the students encounter "mentor talk," a set of discourses that uncritically embrace the notions of a neutral, meritocratic, knowledge-based socioeconomic order. At the same time, students encounter language that can be appropriated for their own creative constructions of identity as they seek to position themselves in a new society. Even when there exists a strong alignment between the student's socially-situated identity presentation and the ideological thrust of "mentor talk," many societal barriers stand in the pathway of social and educational advancement. More often, the student identities express resistance, often subtle, to the standard, hegemonizing guidelines for success they have been offered.text