Relevant bibliographies by topics / English language – Study and teaching – Australia

Academic literature on the topic 'English language – Study and teaching – Australia'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "English language – Study and teaching – Australia"

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Djafar, Neni. "Indonesia Master of Education Student’s Perceptions of Their Experience in Learning Tesol in the Tertiary Context in Australia." Jurnal Pendidikan 7, no. 1 (January 15, 2019): 40–54. http://dx.doi.org/10.36232/pendidikan.v7i1.209.

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The aim of research study is to investigate the manner how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. Although there have been many studies conducted with regard to the perceptions of international students with non-English backgrounds from Asian countries, there is no specific study yet conducted pertaining to how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. The method used to collect data from the participants of the study consisting of eight of them is an individual semi-structured interview with openended questions and descriptive thematic analysis to analyze the data to generate the result of the study.
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Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (December 5, 2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.

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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.
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Abayadeera, Nadana, Dessalegn Getie Mihret, and Jayasinghe Hewa Dulige. "Acculturation of non-native English-speaking teachers in accounting: an ethnographic study." Accounting Research Journal 33, no. 1 (December 19, 2019): 1–15. http://dx.doi.org/10.1108/arj-01-2017-0005.

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Purpose This paper aims to examine ethnographic evidence on the acculturation of non-native English-speaking teachers in accounting (ANNESTs) in an Australian university to understand the process, strategies and outcomes of the acculturation process. Design/methodology/approach Ethnographies of five ANNESTs representing diverse cultural backgrounds were studied. Data were collected from publicly available sources and informal discussions supplemented by semi-structured interviews. Findings The findings show that integration – that is, learning and participating in the Australian host culture while maintaining original cultural values – is the most popular acculturation strategy, followed by assimilation, whereby ANNESTs interact primarily with the host culture and retain loose links with their original culture. ANNESTs covered in this study fall into different stages of the acculturation process depending on their English language competency, the extent of contact with native Australians, cultural proximity and length of residence in Australia. Practical implications This paper concludes that challenges of acculturation confronting ANNESTs concern broader cultural issues than language proficiency alone. Institutional support directed at enhancing teaching effectiveness of ANNESTs should be devised from this perspective. Originality/value Given the cultural relevance of accounting systems and the influence of culture on the learning and teaching styles of ANNEST, the study illuminates that ANNEST’s acculturation strategies could facilitate or hinder the ANNEST’s speed of cultural understanding necessary to productively engage in the learning and teaching.
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Formentelli, Maicol, and John Hajek. "Address practices in academic interactions in a pluricentric language." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 4 (December 1, 2016): 631–52. http://dx.doi.org/10.1075/prag.26.4.05for.

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Following the recent development of address research in pluricentric languages (Clyne et al. 2006), the present study describes address practices in English-speaking academic settings and pursues two main objectives: (a) to provide a profile of address patterns in academic interactions in Australian English; and (b) to compare address practices in higher education across the three dominant varieties of English, namely American English, Australian English, and British English. The data on Australian English are drawn from 235 questionnaires completed by students, who reported on the address strategies adopted by students and teaching staff in classroom interactions in an Australian university. Data on American and British academic settings were retrieved from the research literature on the topic. The findings show a high degree of informality and familiarity in student-teacher relations in Australia, where reciprocal first names are the default pattern of address at all levels. By contrast, in American academia the hierarchical organization of roles and the different professional positions are foregrounded and reinforced through an asymmetrical use of titles, honorifics and first names. Finally, the British university setting displays a non-reciprocal usage of first names and titles between lecturer and students, which gradually evolves into a more generalised reciprocal use of first names, usually after extended contact and collaboration. We argue that the distinctive patterns of address observed in the three varieties of English reflect diverse social and cultural values systems at work in different speech communities.
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Fan, Jie. "Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia." English Language Teaching 12, no. 7 (June 20, 2019): 139. http://dx.doi.org/10.5539/elt.v12n7p139.

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In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners’ needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Chakma, Urmee. "Fitting In and Fighting Out." Exchanges: The Interdisciplinary Research Journal 8, no. 1 (October 29, 2020): 19–39. http://dx.doi.org/10.31273/eirj.v8i1.602.

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This study explores and problematises the various challenges six non-native English-Speaking Teachers (NNESTs) faced in the ESL teaching profession. The purpose of this study was to increase an in-depth understanding of non-native English speaking teachers in terms of their perceived and actual employability, students’ perceptions of them, and the discriminatory practices they are often reported to be subjected to in the ESL industry in Australia. The number of international students studying ESL at Australian language centres has increased significantly in recent years and a concurrent increase in trained NNESTs seeking employment in these centres necessitates this study. The findings revealed that the participants still face challenges to some extent in the ESL teaching profession in Melbourne and their teaching approaches are impacted by their linguistic and educational experiences. The study also found that, contrary to popular belief, NNESTs do not use the so-called ‘traditional’ teaching approaches while teaching, despite their own learning of English through such approaches. As well, far from seeing it as a disadvantage, these teachers often utilise their non-native status as a positive source of inspiration to encourage ‘non-native’ students in the classroom. As data in the study indicates, the participants’ pedagogical approaches have been influenced by their past linguistic, educational, and cultural experiences, this understanding will help these programs become better attuned to teachers’ experiences and backgrounds and encourage NNES future teachers to examine their varied experiences in relation to theories of language acquisition, language teaching and curriculum design.
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Choi, Julie, and Ulrike Najar. "Immigrant and Refugee Women’s Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism." Literacy and Numeracy Studies 25, no. 1 (December 27, 2017): 20–37. http://dx.doi.org/10.5130/lns.v25i1.5789.

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Reports on refugee and migrant women in Australia show these women have low literacy in their first language, limited English language abilities, and minimal formal schooling. With major funding cuts to the adult migrant education sector and persistent public ‘deficit views’ of immigrant and refugee’s levels of literacy, approaches to teaching and learning in this sector require flexible views of language that embrace plurilingualism as a valuable resource within and outside of the socially-orientated ESL classroom. In this article, we present and discuss our findings from a study in which we co-taught English to immigrant and refugee women in a housing estate in Melbourne, Australia, and investigated the effects of a plurilingual view on the women’s English language learning experience and communication skills. Drawing on recorded classroom dialogues, observation notes, and worksheets produced by the women, we demonstrate the extraordinary plurilingual resourcefulness immigrant and refugee women bring to the challenge of learning to communicate in English. Our aim is not to promote a particular teaching approach, but to suggest the value of ongoing critical reflection on the underpinning ideas of plurilingualism for immigrant and refugee learner groups such as those we experienced in our own classroom interactions.
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Chen, Hui, David van Reyk, Jorge Reyna, and Brian G. Oliver. "A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus." Advances in Physiology Education 46, no. 2 (June 1, 2022): 297–308. http://dx.doi.org/10.1152/advan.00141.2021.

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The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enroll in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students’ attitudes toward remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia versus China based. An anonymous survey using the Likert Scale and open-ended questions was available for student feedback on subject delivery. The students based in Australia expressed a preference for remote learning due to the convenience of attendance and availability of the video recordings. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students’ prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience.
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Doe, Peter Edward, Sarah Lyden, Seeta Jaikaran-Doe, and Xiaolin Wang. "Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program." International Journal of Higher Education 7, no. 5 (September 26, 2018): 86. http://dx.doi.org/10.5430/ijhe.v7n5p86.

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Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.
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Dissertations / Theses on the topic "English language – Study and teaching – Australia"

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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Evans, Simone Kirsten School of Modern Languages UNSW. "How can teachers best enable adult English language learners to interact verbally?" Awarded by:University of New South Wales. School of Modern Languages, 2004. http://handle.unsw.edu.au/1959.4/20512.

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The study revolves around the delivery of an ESOL (English to Speakers of Other Languages) program on conflict management in the workplace to a small group of adult learners studying in a private educational institution in Sydney, Australia. The program was of four days???? duration, and was delivered over a four-week period. It involved both in-class and out-of-class tasks, and required learners to analyse their own discourse practices, those of other learners, and those of the speech community in which they were living. The program had two principle objectives. Firstly, it asked whether learners are able to modify their discourse practices at will in order to achieve successful negotiation outcomes. Secondly, it explored the effect of deliberately altered discourse styles on perceptions of learners held by speech community members. The methodology employed to achieve these objectives was ethnographic in nature and involved the following processes: 1. Learners were video-taped negotiating with other learners before and after the program. 2. Learners undertook the program aimed at increasing their ability to negotiate in business environments using culturally appropriate spoken language in conjunction with compatible prosodic and paralinguistic features as well as conversation management strategies. Learners kept diaries of their experiences and self-evaluation, and were interviewed following the course. 3. A group of nine native speakers of English viewed the 'before' and 'after' video-tapes and completed a survey aimed at collecting and quantitatively measuring (change in) their perceptions of the learners. This change was statistically analysed using a repeated-measures t test. The effect proved statistically significant overall; t(80) = 1.990, p>.01, two-tailed. 4. The 'before' and 'after' negotiations were then analysed by the researcher using ethnomethodological Conversation Analysis, modified to include some aspects of facial expression. The implications of the findings for teaching 'Business English', 'Global English' and 'Speaking' more generally are then discussed.
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Glew, Paul J. "Learning and teaching in ESL : perspectives on educating international students in Australia." Thesis, View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.

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This Doctor of Education (EdD) portfolio addresses the learning by and teaching of English to full-fee-paying international students from language backgrounds other than English in a secondary school setting in Australia. It focuses on the two strands of English second language (ESL) learning and teaching in schools. The first of these is ESL for the general school curriculum in New South Wales (NSW). The second is English language intensive courses for overseas students (ELICOS). The EdD portfolio consists of two volumes. Volume 1 consists of five published journal papers, two refereed papers and one unrefereed paper published in national, state or local conference proceedings. These papers examine theory, pedagogy and teacher knowledge about English language education for high school aged international students. English language programs for overseas students are now a global market driven by commercial interests. I argue for an increased understanding of the needs of overseas students in the Australian education system, and that quality English language education and student welfare are both central to an effective ELICOS program for high school aged international students. Volume 2 comprises a resource for policy makers, principals and teachers entitled ‘Excellence in ELICOS: A Resource for quality preparation programs for high school aged international students in Australia’. Volume 2 is informed and underpinned by the scholarship, research, and theoretical work presented in Volume 1 but also draws on the author’s professional experience of implementing a holistic approach to international student welfare and English language education in a secondary school in NSW. Volume 2 presents a practical framework, approach and supporting resource that might assist in the establishing, implementing and sustaining of quality, intensive English language courses that are sensitive to the diverse educational and welfare needs of overseas students. Volume 2 was developed in response to the needs and demands of principals and teachers for proven, research driven curricula and policies that meet the needs of the growing population of international students enrolled in NSW secondary schools.
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Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.

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The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.
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Woodrow, Lindy (Linda Jane). "A model of adaptive learning of international English for academic purposes (EAP) students at Australian universities." Thesis, The University of Sydney, 2003. https://hdl.handle.net/2123/27874.

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This study considers a proposed model of adaptive learning relevant to advanced English for academic purposes (EAP) students at Australian universities. The model is informed by theorising in second language learning and educational psychology and makes particular reference to learners from Confucian heritage cultures, (CHCs) such as Korea, Japan, China and Chinese speaking countries. The model of adaptive learning comprises motivational variables, affective variables, language learning strategies and oral performance. These constructs were primarily assessed using a questionnaire. This was based on existing scales and researcher designed scales to measure anxiety and self-efficacy. The study comprised a pilot stage and a main stage. The pilot study was conducted using a sample of 249 advanced EAP students with the aim to validate the instrumentation. The main phase involved 275 advanced EAP students and assessed the viability of the proposed model. The participants completed a 78 item 5 point Likert type scale and took part in an oral assessment. Of the sample 47 were interviewed to provide richer data than could be obtained using quantitative techniques. The study had three main aims; first to consider the applicability, reliability and validity of the constructs; to provide evidence to support the proposed model; and to consider the effect of ethnicity on the variables measured. The data were analysed using confirmatory factor analysis (CFA) to provide evidence of reliability and validity of the new constructs. The data analyses conducted to support the model of adaptive learning included correlation analysis, structural equation modelling (SEM) and profile analysis using multi dimensional scaling (PAMS). To assess the effect of ethnicity, a multivariate analyses of variance (MANOVA) were conducted. The results indicated that the constructs and instrumentation were valid, reliable and applicable to language learners. There was strong evidence to support the model of adaptive learning. An effect for ethnicity was discovered suggesting learners from CHCs have different motivational profiles from other ethnic groups.
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Walsh, Maureen Patricia. "An Investigation of the Beginning Reading Behaviour of Young Second Language Children Learning to Read in English." Thesis, The University of Sydney, 1997. https://hdl.handle.net/2123/27619.

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This thesis investigates the beginning reading behaviour of young children who are second language learners of English in the early years of school. The study explores the relationship of specific variables in a model of reading within the broad framework of research into mainstream reading, second language reading and emergent literacy. The observations and analysis of reader-related variables, reading behaviour, and children’s responses to text-related variables provide detailed descriptors of a socio-psycholinguistic model of reading for second language learners. Differences are identified between second language children and children who are ’native’ English speakers. While there are extensive studies in the area of second language reading, little research has been conducted on the beginning reading of young second language children in Australian schools. The researcher offers this study as a contribution to assist the literacy development of children with a second language background. The researcher assumed the role of participant-observer within a paradigm of naturalistic inquiry. Through class lessons, interviews and one-to—one reading sessions, she observed and analysed the reading behaviour of ninety-eight children from six different classes in three schools classified as ’disadvantaged’. This process occurred in four stages over a period of two years. The ’beginning reading behaviour’ of each child is analysed and compared with ’reader-related variables’ that are examined through separate interviews with each child. Statistical analysis of data provides support for the belief that certain reader-related variables are predictors of success in reading. The strongest reader-related variable was found to be ’oral language proficiency in English’ for the children in this study. ’Home literacy practices’ was also found to be a significant variable, while other variables were more significant for specific sub-groups. ’Text-related variables’ of narrative picture books for young children are examined and children’s responses to these are analysed. The analysis confirms how the process of ’reading’ is an interaction between each reader, with her / his reader-related variables, and each text, with its particular text-related variables. The analysis of children’s responses to these text-'related variables has revealed important links to research on emergent literacy and early writing behaviour. A recurrent theme emerges through both the qualitative and quantitative analysis of data. This is the nature of ’English language proficiency’ and how different language ’thresholds’ may be required for educational tasks. It is evident that many second language children need assistance to develop appropriate levels of oracy associated with reading and literacy tasks.
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Shand, Jennifer. "From essay to resumé : a study of writing genre and discursive positioning in senior school English." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/465.

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In 2004, the Western Australian government signalled its intention to increase the school leaving age from 15 to 17 by 2008 (Carpenter, 2004). During the period from 2004 to 2006, increasing numbers of young Western Australians completed twelve years of secondary school. For English faculties in Western Australian schools, this resulted in a notably diverse cohort of students undertaking compulsory English studies in their final two years of school. The central aim of this thesis was to examine what it means to be a writer in senior school English. In doing so, the thesis investigated the construction of student writing identities in an environment where increasing numbers of students progressed through senior school with the intention of pursuing pathways other than university. In this setting, students were offered a range of English subjects, each of which represented and promoted particular writing identities, and access to specific opportunities for learning about genre. The thesis explored the role of environmental and discursive features in shaping student writing identities through the selection, presentation and construction of genre. In this process, it examined the discursive framing of writers through the key features of writing in curricula, policy, seminal discourses of the English subject area, teacher interpretation of curricula and the texts students construct. A review of the literature, particularly the recent work of Kress (2005, 2006), Bourne (2003) and Kress, Jewitt, Bourne, Hardcastle, Jones, and Reid (2005) suggests that the factors shaping writing identity in the English subject area emanate from both the local contexts of the classroom and broader cultural and institutional contexts. In order to analyse and interpret the influence of broader social and cultural values and practices, a discourse analysis (Bernstein, 1990, 1996, 2000) has been applied to policy, curriculum and classroom practice. To do this specifically, Bernstein’s notion of pedagogic discourse has been used to explain how educational contexts were framed through regulative discourses that shape social order and outline how learning takes place. Additionally, using Bernstein’s framework, the thesis explored how opportunities for learning and access to particular forms of genre were framed at the level of policy and curriculum. Central to this investigation of identity has been an analysis of how the selection, presentation and construction of genre discursively positions students. It drew upon the theoretical framing of genres as culturally embedded templates, which influence the features of texts and the parameters of successfully constructed texts (Feez, 2002; Macken-Horarik, 2002, 2006a; Martin, 1985, 2002, 2009). The thesis examined the discourse roles (Smidt, 2002, 2009) offered to students and their own attempts to establish identities as they engaged with the genres they encountered. To examine the nexus between identity, genre and discourse, the thesis has utilised Bakhtin’s (1986) notion of the discourse community and its use in studies of genre (Hyland, 2010; Ivanic, 2006; Smidt, 2009). Aspects of systemic functional linguistics (Butt, Fahey, Feez, Spinks & Yallop, 2000; Halliday, 1978, 1994; Halliday & Hasan, 1985) have been employed to identify and interpret some of the linguistic resources presented to students and the ways students appropriated and transformed these. In doing so, the research drew upon investigations of the positioning of students writers in subject English through a number of discourses and practices (Bourne, 2003; Christie, 2002b, 2005a, Christie & Derewianka, 2008; Christie & Macken-Horarik, 2007; Kress et al., 2005). A case study methodology provided the primary research design. Elements of the ethnography were used as interpretative tools, and the thesis incorporated the social semiotic ethnography (van Leeuwen, 2005a, Vannini, 2007). Data from a range of sources were used including policy and curriculum documents, teacher and student interviews, classroom observations and text analysis.
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Krebs-Lazendic, Lidija. "Early vs. late Serbian-English bilinguals' responses to two Australian English vowel contrasts." Thesis, View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/36713.

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Adults learning a second language (L2) (“late learners”) have difficulty achieving a native speaker’s level of accuracy in both perception and production of L2 phonetic segments. This difficulty often results in deviant production of L2 segments that is perceived as accented speech by native speakers of that language. It is generally agreed that this failure in non native segmental production and perception is caused by previous linguistic experience with the first (L1) language. Late learners are expected to show stronger L1 effects than learners who learnt their L2 in early childhood (“early learners”). However, not all L2 phonetic segments are equally difficult for late learners. The learnability of L2 phonetic segments is thought to be perceptual in nature and depends on the perceived phonetic distance between them and the acoustically, phonetically and/or articulatorily most similar segment(s) in the learner’s L1 phonetic inventory. It is generally assumed that specific L2 segments will be perceptually related or assimilated to the most similar L1 segment(s) even if there is a detectable acoustic difference between them. The studies reported in this thesis examined Serbian-English bilinguals’ perception and production difficulties with two Australian English vowel contrasts that are not contrastive in Serbian: /e/ - /æ/ and /i:/ - //. We compared participants who began learning English before 5 years (“early”) versus those who began after 15 years (“late”). In Study 1and Study 2 early learners discriminated and produced both contrasts equally well, whereas late learners had greater difficulties perceiving and producing /e/ - /æ/. In Study 3 a priming paradigm was applied to discrimination and perceptual assimilation tasks in which the prime and target contain phonologically identical, phonetically similar or phonologically and phonetically unrelated vowels under two interstimulus intervals (ISI) that tap phonological versus phonetic levels of processing, according to prior research. Early versus late group differences suggest that discrimination and production accuracy reflect how listeners assimilate Australian English vowels to native Serbian vowels. “Early” and “late” learners related L2 vowels to L1 differently, which reflects differences in establishment of the L1 phonetic system at the time of L2 onset.
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Hui, Leng. "A study of intercultural discourse between mainland Chinese speakers of English and Anglo-Australians." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/672.

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Intercultural communication between mainland Chinese speakers of English and Anglo-Australians is receiving ever-increasing attention in many fields. These fields include intercultural communication. English language teaching, education and business. This study approached the intercultural communication between mainland Chinese speakers of English and Anglo-Australians from a cognitive perspective by applying the theoretical framework of cultural linguistics. The intercultural discourse produced by mainland Chinese speakers of English in the context of them interacting with Anglo-Australians was analysed. The analysis was made by employing key concepts such as schemas, cultural schemas, discourse scenarios and discourse indexicals. A body of 39 audio-taped conversations between mainland Chinese speakers of English and Anglo-Australians which ran about 50 hours was collected according to the research tradition of the ethnography of communication. The data were transcribed and examined with the “emic” and “etic” insights provided by volunteer participants and informants. Fifty live excerpts of these conversations were analysed in line with cognitive anthropology and cultural linguistics.
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Kazemi, Ali School of Modern Language Studies UNSW. "A systematic study of self-repairs in second language classroom presentations: with some reference to social variables and language proficiency." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/24298.

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Self-repairs have been the subject of investigation in a number of research areas, notably psycholinguistics and conversation analysis. This study has aimed at the examination of self-repairs in second language classroom presentations. Specifically, it has sought to gain insight into self-repairs in naturally occurring talk and to explicate the possible relationships between the variables of age, sex, and educational background and self-repair behaviour of L2 speakers as well as the possible link between self-repair and proficiency. Accomplishing these required a scrutiny of individual self-repairs and their classification. However, the classifications which have traditionally been used in the psycholinguistic approach suffer from a number of shortcomings, as they are usually based on the analysis of surface forms of self-repairs. Because of the subjectivity involved in this process, there has been considerable variation in terms of classes of self-repairs and also the decision as to where a given self-repair belongs. An in-depth analysis of self-repair data revealed that self-repairs do cluster into categories. This analysis also yielded a set of features which are relevant to the study of self-repairs. In addition to showing that the established categories are mutually exclusive, comparison of major categories of self-repairs according to these features, which characterise the trajectory of self-repairs, resulted in the explication of a number of regularities in the way L2 speakers carry out self-repairs. Having established a data-driven classification of repairs, an attempt was made to see whether learner variables of age, sex and educational background have any significant effect on self-repairs. It turned out that none of these variables have a significant effect on self-repairs. In addition, it became clear that while beginning, intermediate, and advanced L2 speakers have been shown to demonstrate significant proficiency-related differences, these differences fade away when they come from the same proficiency level.
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Books on the topic "English language – Study and teaching – Australia"

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Susanto, Djoko. Teaching Indonesian language in Australia: A methodological perspective of primary English teaching in Indonesia. Malang, East Java, Indonesia: UIN-Malang Press, 2009.

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Language & learning: An introduction for teaching. 5th ed. Oxford: Oxford University Press, 2010.

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Australia's many voices: Australian English--the national language. Berlin: Mouton de Gruyter, 2004.

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John, Pollock, and Komesaroff Linda R, eds. Language and learning: An introduction for teaching. 3rd ed. South Melbourne, Vic: Oxford University Press, 2003.

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John, Pollock, ed. Language and learning: An introduction for teaching. South Melbourne, Australia: Oxford University Press, 1991.

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Jenkins, Heather J. Learning languages in western Australian primary schools: A needs survey for the teaching of language other than English at the primary level in Western Australia. [Perth?]: Western Australian Multicultural Education Advisory Committee, 1986.

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Geoff, Brindley, Burrows Catherine, and Macquarie University. National Centre for English Language Teaching and Research., eds. Studies in immigrant English language assessment. Sydney [Australia]: National Centre for English Language Teaching and Research, Macquarie University, 2000.

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Piper, Kevin. English language in Australian schools: Towards a practical framework. Hawthorn, Vic: Australian Council for Educational Research, 1988.

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Hinman, Patterson Annette, and Gerlach Jeanne Marcum 1946-, eds. Questions of English: Ethics, aesthetics, rhetoric, and the formation of the subject in England, Australia, and the United States. London: Routledge, 2000.

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Martin, Shirley. New life, new language: The history of the Adult Migrant English Program. Sydney: Published by the National Centre for English Language Teaching and Research, Macquarie University, on behalf of the Dept. of Immigration and Multicultural Affairs, 1998.

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Book chapters on the topic "English language – Study and teaching – Australia"

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Elder, Catherine, and John Read. "Post-Entry Language Assessments in Australia." In Assessing English Proficiency for University Study, 25–46. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137315694_2.

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 823–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_28.

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In Springer International Handbooks of Education, 1–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_28-1.

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Knowles, Gerry. "Using Corpora for the Diachronic Study of English." In Teaching and Language Corpora, 195–210. except Chapter 2 Corpus Evidcncc in Language Description © John M, Sindair: Routledge, 2014. http://dx.doi.org/10.4324/9781315842677-17.

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Grammatosi, Fotini, and Nigel Harwood. "An Experienced Teacher’s Use of the Textbook on an Academic English Course: A Case Study." In English Language Teaching Textbooks, 178–204. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_6.

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Phan, Ngan Le Hai. "The study." In The Place of English as an International Language in English Language Teaching, 67–81. New York : Routledge, 2020. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9780429460180-5.

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Gaszewski, Jerzy. "Governed Prepositions in English: A Corpus-Based Study." In Second Language Learning and Teaching, 117–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20083-0_9.

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Podhajecka, Mirosława. "“English Self-Taught”: Self-Study Guides for Polish Learners of English (1860–1945)." In Second Language Learning and Teaching, 315–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_18.

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Martinez, Magdalena. "CASE STUDY: Nevada's English Language Learner Strategy." In The Wiley Handbook of Teaching and Learning, 301–20. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch12.

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Święciński, Radosław. "An EMA Study of Articulatory Settings in Polish Speakers of English." In Second Language Learning and Teaching, 73–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_6.

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Conference papers on the topic "English language – Study and teaching – Australia"

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Mandasari, Berlinda. "Role Playing Activity in English for Business Class for Non-English Study Program." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.10.

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Ramadhani, Reski, Siti Nuraeni Muhtar, Anugrah Imani, and Yayan Carlian. "Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216602570264.

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Murtaya, Taufiq Jati, and Pratomo Widodo. "Interpreter as the Discourse Analyst: A Case Study of Court Interpreting." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219900850096.

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Asrul, Abdulhalim Daud, and Sunaidin Mulae. "Students' Attitude towards English Active Use of English Language Education Study Program and English Letters Study Program at Khairun University." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008898301300135.

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Sachmadi, Ida Farida, Lestari Manggong, and Lia Maulia Indrayani. "The English Reading Proficiency of Universitas Padjadjaran Undergraduates: A Case Study in Faculty of Cultural Sciences." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218303610366.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Zhang, Jun. "Study of task-based English language teaching using computer network." In 2012 IEEE Symposium on Robotics and Applications (ISRA). IEEE, 2012. http://dx.doi.org/10.1109/isra.2012.6219260.

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Chai, Guoxi, and Qiaozhi Wen. "A study of Task-based Language Teaching Strategies in English." In 2017 9th International Economics, Management and Education Technology Conference (IEMETC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemetc-17.2017.87.

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Wang, Yao. "Study of Application of Multimedia Technology in English Language Teaching." In 2015 7th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2015. http://dx.doi.org/10.1109/itme.2015.136.

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Reports on the topic "English language – Study and teaching – Australia"

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. LEXICO-STYLISTIC MEANS OF CREATING CHARACTERS (BASED ON THE STORY “THE POOL” BY W.S. MAUGHAM). Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-62-70.

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Purpose. The article deals with various lexico-stylistic means of portraying a literary character. The analysis is based on the empirical study of the story “The Pool” by a famous English writer William Somerset Maugham. The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the story “The Pool” as well as of many other Maugham’s stories is the author’s strong presence. The portrayal characteristics of the protagonists, their manner of speech, the surrounding nature greatly contribute to creating the unforgettable characters of Lawson and his wife Ethel. Somerset Maugham employs various lexico-stylistic means to create the images of Lawson and Ethel, allowing the reader to vividly portray their personalities. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation, in writing course and graduation papers.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.

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Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the story “The Kite” is the author’s strong presence. Portraying the characters of Missis Sunbury and Miss Bevan, Somerset Maugham pays special attention to precise description of their appearances and manner of speech. Employing various lexico-stylistic devices, S. Maugham creates extraordinarily vivid characters. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation.
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