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Dissertations / Theses on the topic 'English language study and teaching'

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Published: 4 June 2021

Last updated: 30 July 2024

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1

Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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2

Brandeis, Judy. "English language arts and media education : making links." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.

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The purpose of this study is to advance existing Media Education theory by looking at similarities in English Language Arts (ELA) theory and Media Education theory. The study explores similarities and differences between the two areas of study creating a broader understanding of literacy, English Language Arts, Media Education and pedagogy.
In order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.

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3

Poindexter, Wanda 1946. "Creative imitation: An option for teaching writing." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291444.

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Creative Imitation is an alternative strategy to help students improve their expository writing in college composition. It combines writing by imitation with process modeling to increase student fluency with both the products and processes of writing. For centuries, a technique of "imitatio" was used to teach oral and written language traditions. Isocrates, Quintilian, and Cicero shaped the tradition of imitating writing models. Their principles were revived in the 60s by two neo-classical educators, Corbett and D'Angelo. Objections to the principles of imitation to teach writing are analyzed: models intimidate students, imitation focuses on the products instead of the processes of writing, and imitation reduces individual creativity. Some teachers have reported success with student-centered writing-by-imitation exercises in college composition classrooms. They assert that imitation exercises increase student awareness of correct usage, grammar conventions, rhetorical strategies, and paradoxically enable students to develop an "authentic" voice in their own writing.

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4

Vargas, Dolores Judy. "Fluency and comprehension process for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3340.

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The purpose of this study is to reengage low-performing students. This study will incorporate meaningful activities, strategies, and techniques to improve reading, writing, listening, and speaking skills.

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5

Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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6

Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.

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7

Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.

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8

Wen, Qiu-fang, and 文秋芳. "Advanced level English language learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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9

Nie, Junshan. "Teaching English as a second language, a phenomenological study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ54677.pdf.

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10

陳凱茵 and Hoi-yan Chan. "Changing English language teaching through ICT integration: an investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256132.

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11

Fung, Tak-kit, and 封德傑. "Teaching the -ing forms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.

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12

Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.

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13

Arias, Robert Gabriel. "Antidote to marginalism: An alternative method of instruction for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.

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14

Chan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.

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15

Lim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools: a whole language vs. atraditional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959660.

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16

Mugore, Masawi Maireva Faustina. "Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29090.

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This study focuses on the use of English as the sole medium of instruction in Zimbabwean schools and the effect of such a policy on the educational achievement of students, particularly in secondary schools. The role of Shona and Ndebele, two other Zimbabwean official languages, in schooling is also examined.
Some of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom.
Because English is the working language of government, business, and industry in Zimbabwe, an English-only policy seems to be a practical means to prepare students for higher education and the workforce. The growing status of English as an international lingua franca provides additional support for such a policy.
This study reveals the need to rethink the imposition of an English-only policy. The findings indicate that current teaching approaches/methods and materials do not entirely support language development in English, largely because they do not take into account the economic, social, and linguistic situations of the students.
The study supports and calls for a multifaceted approach to the way language is currently taught in Zimbabwe, and sees this as one way secondary schools can produce, through the medium of English instruction, students and teachers who can adapt to rapid change, and relate to people from diverse socio-cultural and linguistic backgrounds.
The study emphasizes the integration and expectations of people's views on language and education, as heard and expressed by many respondents. This is considered central to any meaningful effort towards linguistic competence, a challenging but stimulating learning environment, and better communication among students and teachers.

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17

Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.

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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.

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18

Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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19

MacLennan, Carol H. G. "Nonliteral language and the learner of English." Thesis, [Hong Kong] : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12800685.

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20

Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.

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21

Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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22

Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.

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This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.

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23

Masube, Elizabeth Tobani. "The influence of teacher discourse moves on comprehensibility of language content by English first additional language (EFAL) learners." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/642.

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Thesis (M.ED.) --University of Limpopo, 2010
This study was intended to investigate how teacher discourse moves influence comprehensibility of language content by the English First Additional Language (EFAL) learner and promote active participation by the learner in classroom interaction. The research is a Case Study which was conducted at a primary school in the Greater Sekhukhune District in Limpopo Province The Qualitative research approach was applied in the Case Study since the research is concerned with experience as it is lived ‘or felt’ or ‘undergone’ by participants. the key concern of this research is understanding the phenomenon of interest, from the participants’ perspectives, not the researcher’s. The situation in most Black schools is that first of all, teachers who teach English First Additional Language (EFAL) are not first speakers of English themselves. Secondly, learners have a problem of acquiring information through English as an additional language hence the question of comprehensibility of English language content. Teachers and especially learners are de-motivated as they lose interest in what goes on in Englishclassroom interaction due to the comprehensibility of English First Additional Language content As participant observer the researcher in this study concludes that the use of discourse moves by the teacher in classroom interaction enables the learner to comprehend the language content. Also that the teacher’s code-switching and code-mixing into the learners’ home language develops not only comprehensibility of EFAL language content but most of all promotes active learner participation in classroom interaction. This in turn helps the teacher to achieve the desired learning outcomes.

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24

Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.

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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.

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25

Winter, Hannah. "PROBLEMS CONFRONTING HEBREW SPEAKING ELEMENTARY SCHOOL PUPILS OF ENGLISH (ESL)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275321.

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26

Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.

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27

Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.

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This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.

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28

Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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29

Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.

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30

Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).

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31

AlKhars, Dalal Ali Mohammed Ali. "Creativity in English language teaching in Kuwait : a TESOL study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13928.

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The aim of this study is to investigate English language teachers’ understanding of creativity in the context of primary education in Kuwait. The meaning of creativity, and the factors that support or suppress it, are investigated from the point of view of female English language teachers in the primary stage in Kuwait. Most research in the fields of both TESOL and creativity in education has been undertaken in the West, some in the East, but very little in the Middle East (Craft, 2001a) in a context similar to that of Kuwait. In the context of Kuwait, creativity is called for in policy, but there is a lack of research and clarification as to what creativity means to English language teachers in their own context. The main approach to data collection and analysis was grounded theory. In the first stage of data collection, fifteen in-depth interviews and ten non-participant observations were carried out, to provide both breadth of research and depth of understanding. In the second stage, to enlarge the data, a survey (of seventy-five participants) was designed based on the findings of the first stage of data collection and analysis, as well as on the findings of previous literature. The participants were female TESOL teachers and senior teachers in primary schools in Kuwait. Findings from interviews, observations and questionnaires were consistent in many ways regarding the meaning of creativity in TESOL in the context of the study. All three methods of data collection revealed that creativity was perceived as a multi-faceted concept. The creative English language teacher was viewed as confident and self-directed. Using new and successful teaching material and methods, establishing good relationships with learners and being able to meet their needs in English language were associated with creative English language teaching. However, some findings emerged from certain data collection methods but not others. For example, the salience of clarity and freedom (autonomy) emerged from the interviews but not from the observations or questionnaire. All three methods showed similar supporting and suppressing factors for creativity. Supporting factors were both internal and external, notably the availability of teaching material (resources) and self-motivation. Suppressing factors were the lack of teaching aids and a negative school environment. The current study contributes to knowledge by expanding the understanding of two areas of research which are TESOL and creativity within the context of Kuwait, focusing on the voice of the primary stage teacher. The current study agrees with previous studies that creativity is associated with newness and value (Cheng and Yeh, 2006; Forrester & Hui, 2007) and the current study explained that newness and value are relative. The current research suggests that TESOL teachers can be creative in one or many aspects (Rietzschel et al., 2009). The current study agrees with previous studies that creativity is context related because there are creativity elements which are unique to the cultural context (Craft, 2001a; Grigorenko & Tan, 2008), but at the same time the current study proposes that creativity can be universal in some ways because of some common findings of studies from different contexts. Other contributions to knowledge points are clarity and freedom and their relation to creativity in TESOL. Clarity is not mentioned much in the literature, but can be linked to knowledge (Sternberg & Lubart, 1991). Freedom can also be related to autonomy and creativity (Sternberg, 2006b). The current research views that the process, product, person and place of creativity in TESOL are interrelated (Wallace, 1926; Fryer, 1996; Runco, 1997; Craft, 2001; Rhodes, 1961). Unlike previous studies, the current research into creativity in TESOL was not associated with artistic language, literature (Mok et al., 2006), or errors and violating language rules (Tin et al., 2010; Brown, 2001). The current findings are also different from the literature in that creativity was not linked to imagination (Beetlestone, 1998; Craft, 2000; Craft, Jeffrey & Leibling, 2001; Fryers, 1996; Egan et al., 1988; Craft, 2002, 2003a) or aesthetics (Craft, 2001a). On the other hand, creativity in TESOL is linked to personal traits including confidence, which agrees with the literature (NACCCE, 1999; Craft, Jeffrey, & Leibling 2001; Burnard et al., 2006; Craft, 2002; Craft, 2001b; Claxton et al., 2006; Fryer, 1996). The current study suggests more detailed the written preparation notes of the participants the less confident participants seemed to be. This can be related to the negative effect of evaluation on creativity (Sternberg, 2006b). The literature associated intrinsic motivational factors with creativity (Jones & Wyse, 2004, Sternberg, 2006b), but the current study shows that extrinsic as well as intrinsic motivational factors support creativity in TESOL. The current study suggests belonging to field and workplace is a supporting factor for creativity. This can be related to collaboration which is suggested in previous studies (Craft et al., 2008; John-Steiner, 2000; Miell & Littleton). The literature suggests that creativity flourishes in collaboration; however some of the current research participants prefer to work individually, while others prefer to work collaboratively to be more creative. Teaching material is an important tangible side to the creativity of TESOL (Cheng & Yeh, 2006), and relationships are also linked to improving TESOL creativity according the current research. Implications for teachers’ reflection, teachers’ education and training courses as well as better communication with the teacher for teaching material design and a better school working environments are some of the recommendations of the current research. Future research can benefit from the findings and the recommendations of the current research.

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32

Ntete, Susan. "Case studies of second language learners who excel at writing in English." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003310.

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This study, which was carried out in Mdantsane township in the Eastern Cape, attempts to explain why some learners from the former Department of Education and Training, and whose mother-tongue is Xhosa, are more proficient English Second Language (ESL) writers than others. As one who grew up as an ESL learner, and has taught as an ESL teacher in this area, my interest in this field of study has been triggered by the concern of one who has experienced educational disadvantage. My understanding of what it means to be an ESL writer, given the status that English enjoys in South Africa presently, has been the motivating force behind this study. The study focuses on competent ESL writers. It is hoped that other researchers, teacher educators and teachers will learn something from the practices and strategies used by the learners in this study. In its investigation this study employs case studies. For purposes of triangulation, multiple sources of data collection have been used. The major areas of focus are on the learners and their ESL writing practices. Collection of data includes formal interviews with both ESL learners and their teachers, informal interviews with the learners' Xhosa teachers, observation as well as text analysis. The findings of the study suggest, among other things, that more often than not, it is learners who are motivated extroverts, ambitious go-getters and uninhibited survivors who become excellent ESL writers. Like any study, this has certain limitations. As a result the interpretation of data has been expressed in tentative terms. This does not mean that there is nothing to be gained from a study of this nature. Instead, the aim is to challenge more researchers to take up this issue, so that generalis ability across case studies can be achieved.

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33

Urschel, Linda K. "A descriptive study of basic writing instruction in the Christian College Coalition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862274.

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This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes.
Department of English

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34

Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.

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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.

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35

Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.

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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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36

Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Frewin, Robert Duncan. "Ideation in ESL EAP teaching." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.

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Ideation, the selection and arrangement of information to build a text, though a necessary skill for tertiary students, is not satisfactorily addressed in writing skills textbooks for English as a Second Language/English for Academic Purposes. To develop a pedagogical approach to ideation, teachers need a theory of language. The most fruitful theory is systemic-functional linguistics, but systemic-functional theory has not yet fully developed a theory of ideation. A related theory, Rhetorical Structure Theory, offers a useful tool to analyse ideation both in well formed model texts and, with slight modification, in not well formed student texts. With Rhetorical Structure Theory, the analyst can separate semantic value from syntax. The resulting analysis indicates with clarity certain problem areas in ideation which teachers need to address. Teachers are thus better equipped to devise teaching approaches to address ideation in the classroom.

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Powell, Judith Ann. "Teaching reading to adults where English is their second language." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3346.

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This project sought to identify methods that will work best for Second Language (ESL) adults and identify ways in which ESL can be taught to help facilitate learning for the older adult over 40 years of age. This project identified some of the problems caused by the nature of the English language and the grammatical issues older ESL students face when attempting to learn to speak and read English.

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39

Wong, Hoi-yee Grace, and 黃愷怡. "Teaching of writing: a study of the effects of the teaching of rhetorical information structure on theorganization of the writing of Form 4 and Form 7 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956865.

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40

Groot, Ingeborg. "Note-taking in English as a second language acquisition." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.

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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students.
Department of English

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Weiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.

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42

Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register. Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002). The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays. An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses. To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.

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Li, Iok Meng. "Motivation in second language learning : A small-scale qualitative study of language attitudes in a Macau English-medium secondary school." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586637.

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Powell, Deborah Sue. "Increasing cognitive functioning in science for English language learners." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/3024.

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45

Picard, Marc. "On teaching the pronunciation of allophones : the case of flapping in North American English." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32937.

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This study is primarily concerned with the issue of determining whether it is worthwhile to try to teach the correct pronunciation of subphonemic segments in ESL courses. It focuses specifically on the allophones [J, J] produced by the Flapping (or Tapping) of medial and final alveolar stops in North American English. Through an exhaustive examination of the ESL and TESL pronunciation manuals that have been published in the last thirty years or so, an assessment is first made of the manner and extent to which this widespread phonological process has been dealt with by the authors of such books. These findings are then compared with the opinions expressed by researchers in the field of second language education in order to determine what sort of consensus currently exists on this issue. The general conclusion is that since flaps are demonstrably the most salient of all NAE allophones and occur as phonemes in the first language of many ESL learners, these segments should be given due consideration in any pronunciation curriculum.

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Yücel, Koç Melike. "Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/208.

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The primary focus of this research was to investigate the emotion language and emotion narratives of Turkish-English late bilinguals who have been living in the U.S. Previous research has shown that the emotion language and narratives of second language learners and native speakers of English are different. This study focused on late bilinguals who had learnt English in instructed settings in their home country, and came to the U.S. for M.A. and Ph.D. degrees. The study consisted of two parts. In the first part, the elicited personal narratives of Turkish-English late bilinguals in English were compared to those elicited from native speakers of English with regard to both emotion and emotion-laden word production and narrative structure. The results showed that there were differences between the emotion language and narratives of the bilinguals and native speakers in their English narratives. In the second part of the study, personal narratives were elicited from Turkish-English late bilinguals in their first language, Turkish and their emotion language and narrative structure from their English narratives were compared to their narratives produced in Turkish. Similarly, the results showed that the emotion language and emotion narratives of bilinguals in English and Turkish were different. In conclusion, late bilinguals' emotion language and narratives are different in their first and second languages. Furthermore, they are different from the emotion language and narratives of native speakers.

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Miyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.

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This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative/nonstandard Englishes as opposed to the two major varieties in ELT in Japan: American and British English. In addition, oral interviews were conducted with several participants and their assistant language teachers (ALTs).
The findings suggested that in-service teachers showed more ambivalent attitudes toward nonnative varieties than student-teachers did; although the teachers acknowledged potential benefits of nonnative Englishes for the future use of EIL, they showed hesitation in regarding different Englishes as instructional models to be exposed to students. However, the study also showed participants' interest in introducing other Englishes as awareness-raising models. The possibility of inclusion of nonnative varieties was further discussed.

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Ji, Peijing. "Pragmatics and pedagogy : an examination of college English teaching in China." Phd thesis, Faculty of Education and Social Work, 2007. http://hdl.handle.net/2123/8121.

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49

Lu, Guangling. "Cloze tests and reading strategies in English language teaching in China." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Cloze procedure involves the skills of thinking, understanding , reading and writing based on the learners underlying knowledge of reading comprehension and writing subskills such as grammar and sentence construction. It is regarded as a very efficient test for measuring students integrative competence in English, and has been used in most of the important English tests in China. It is also used as a teaching instrument to help students to improve their reading competence. However, a majority of students perform poorly in cloze tests and they regard it as the most difficult and most unpopular part of the English test. The aim of this study was to find out the problem that Chinese students have with cloze tests and to determine whether they are associated with the inefficient use of reading strategies.

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Jayadeva, Sazana. "Overcoming the English handicap : seeking English in Bangalore, India." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708998.

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