Dissertations / Theses: 'English language teaching materials'

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Price, Stephen William Scharton Maurice. "A synthesis of materials for using the process approach to teaching professional writing." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525564.

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Thesis (D.A.)--Illinois State University, 1985.
Title from title page screen, viewed June 28, 2005. Dissertation Committee: Maurice Scharton (chair), Russell Rutter, Ron Fortune, Stan Renner, Dent Rhodes. Includes bibliographical references (leaves 152-165) and abstract. Also available in print.

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Littlejohn, Andrew. "Why are English language teaching materials the way they are?" Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357185.

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Botelho, Maria do Rozário de Lima. "Multiple intelligences theory in English language teaching : an analysis of current textbooks, materials and teachers' perceptions /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1079466683.

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Zhang, Xiangmei. "Authentic materials in English as a Second Language conversation instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2526.

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NOVELLINO, MARCIA OLIVE. "MOVING IMAGES: MULTIMODALITY IN THE TEACHING MATERIALS FOR ENGLISH AS A FOREIGN LANGUAGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20588@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A multimodalidade é um campo de estudo que vem chamando a atenção da comunidade acadêmica e intelectual, cujas investigações visam compreender a relação entre os diversos modos de produção e interpretação do significado na sociedade atual. O tema é de grande interesse para o ensino de inglês como língua estrangeira, considerando o volume de materiais que apresentam múltiplos modos de comunicação. O presente estudo se propõe a investigar as imagens em movimento que acompanham uma série de livros e material didático e visa, assim, contribuir para as pesquisas cujo foco é a relação entre os modos presentes em textos multimodais. A pesquisa está inserida num paradigma qualitativo-interpretativista (Erickson, 1996; Moita Lopes, 1994, 1996), nas áreas da multimodalidade e linguística aplicada. Tratando de questões envolvendo multiletramento (Kress, 2000, 2005; Cope e Kalantzis, 2000; Rojo, 2009) e o ensino de língua inglesa, a estrutura da pesquisa está construída dentro de uma perspectiva sociossemiótica (Halliday, 1978) de abordagem de significados. Nessa elaboração, os significados são tratados como uma construção social (Halliday e Hasan, 1989; Halliday, 1994; Halliday e Matthiessen, 2004). A sociossemiótica dá suporte aos estudos multimodais (Kress e van Leeuwen, 1996, 2006; Kress; 2010; van Leeuwen, 2005), pois possibilita tratar os modos acionados numa interação como oferecendo potencial para a realização do significado em diferentes contextos. Duas abordagens analíticas orientam o estudo: a. análise sociossemiótica multimodal (Kress, 2009, 2010; Kress e van Leuween, 1996, 2006) e b. análise multimodal interacional (Norris, 2004, 2009), visando investigar as imagens em movimento que compõem o DVD presente em níveis distintos de uma série de livros e materiais didáticos para ensino de língua inglesa e examinar a relação entre os modos presentes nas imagens e os modos privilegiados nas atividades pedagógicas propostas pelo livro didático. Os estudos de Baldry e Thibault (2006) para transcrições multimodais e de Norris (2004) para investigações de modos comunicacionais oferecem suporte metodológico para as análises. A investigação procura destacar os tipos de enquadres, a posição dos participantes dentro deles, assim como evidenciar os modos presentes, configurar as ações, hierarquizá-las e identificar a densidade modal. A investigação foca, também, na análise das atividades pedagógicas existentes na unidade do livro didático relacionadas às imagens. A análise das atividades pedagógicas está dirigida para a relação entre os modos mais destacados em cada atividade e a imagem em movimento correspondente. Os resultados do presente estudo destacam o caráter multimodal das imagens em movimento, especialmente a multiplicidade de significados disponibilizados pelos enquadres que abrangem a variedade de modos acionados em interações sociais e as diferentes negociações de significado entre os participantes. A pesquisa mostra que, no material para ensino de inglês investigado, o letramento multimodal tem seu foco principal na escrita e na fala da língua inglesa. Outros modos presentes nas imagens em movimento não são destacados nas atividades pedagógicas analisadas. Os resultados apontam para a necessidade de elaboração de um design pedagógico para o ensino de língua inglesa que possa abranger os diversos modos e significados presentes em livros e materiais didáticos.
Multimodality is a research area that has recently gained attention in academic and intellectual communities, because of the interest in understanding the interconnections between various modes of communication in contemporary society. The topic is of great interest for English language teaching, considering the wealth of materials that combine the various modes of communication. The present study focuses on the moving images in an English language course book and other teaching material, with the objective of contributing to investigations on the diversity of modes in multimodal texts. The study follows a qualitative-interpretative paradigm (Erickson, 1996; Moita Lopes, 1994, 1996) as used in the areas of multimodality and applied linguistics. Designed to address questions concerning multiliteracies (Kress, 2000, 2005; Cope e Kalantzis, 2000; Rojo, 2009) and English language teaching, the theoretical structure is based on a social semiotic perspective (Halliday, 1978) of looking into meaning. In this perspective, the elaboration of meaning is treated as a social construct (Halliday and Hasan, 1989; Halliday, 1994; Halliday and Matthiessen, 2004). Social semiotics, as formulated by Halliday in his Systemic Functional Linguistics, thus provides the theoretical support for multimodal studies (Kress e van Leeuwen, 1996, 2006; Kress; 2010; van Leeuwen, 2005) since it shows how modes working together in an interaction can potentially realize meaning in different social, situational and cultural contexts. The study uses two multimodal approaches: a. social semiotic multimodal analysis (Kress, 2009, 2010; Van Leuween, 2005; Kress e van Leuween, 1996, 2006) and b. an interactional multimodal analysis (Norris, 2004, 2009), in order to investigate DVD moving images of a series of English language course books and material and also examine the relationship between the modes in images and the modes in the pedagogical activities for the books. The studies by Baldry and Thibault (2006) for multimodal transcriptions and Norris (2004) for communicative modes investigation provide the methodological support for the analysis. This investigation has several objectives: to identify types of framing and the position of participants within the frames; to set apart the modes; to determine modal configuration; and to place them hierarchically in terms of modal density. The investigation also analyzes the pedagogical activities in the unit and the related moving images. The teaching activities are analyzed considering the relation of the dominant modes with each other and with the corresponding image in each activity. The results of the present study highlight the multimodal character of the moving images, especially the multiplicity of meanings made available through framing, which entails the variety of modes used in social interactions and the different negotiations of meaning between participants. The research shows that, in these materials for English teaching, multimodal literacy is restricted mainly to writing and speaking. The other modes that are present in the moving images are not foregrounded in the teaching activities analyzed. The results point to the need for a pedagogy designed for English teaching that will include the diversity of modes and meanings in teaching materials.

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Gill, Saran Kaur. "The appropriateness of video materials for teaching of English as an international language." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006558/.

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Researching on the appropriateness of video materials for learners of EIL has required in-depth discussion of the role of the medium of video in the field of crosscultural communication in an EIL context - the ASEAN countries generally and Malaysia specifically. This has drawn into the picture two perspectives. The first is sociocultural; the consideration of the role of English as an International language in Malaysia and the other ASEAN countries, the recommendation of a suitable pedagogical model of speech for audio-visual materials in Malaysia, the components of cross-cultural communication that are essential for any language learner who aspires to communicate in English with persons who come from varying sociocultural backgrounds. The second perspective is that of the role of video for the teaching of intercultural language teaching. What is it in the medium that enables it to play a pivotal role in delivering the message - aspects of cross-cultural communication? These perspectives provide the background to the main research question at hand, which is, how appropriate in sociocultural content and design are ELT video materials for language learners in Malaysia? ELT video materials have been commercially produced since the mid-70's. The majority of these materials are based in Western sociocultural settings, portraying native speakers interacting with-each other. Given the dominant role of English as an international language, linking countries communicatively that otherwise would have great difficulty doing so, yet there has been minimal change in the sociocultural nature of the materials. Therefore, this research aims to investigate via critical analysis and questionnaires, the appropriateness of the sociocultural and design features of existing and potential ELT video materials for EIL language learners. The information from the two sources will, it is hoped, provide useful recommendations for the future-production of appropriate ELT video materials for EIL-language learners in Malaysia specifically and the ASEAN countries generally.

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Takahashi, Reiko. "English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.

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As a result of the spread and growth of English as a global means of communication, a new approach to teaching and learning English has recently emerged: ELF – English as a lingua franca (ELF). Graddol (2006: 87) claims that "some of its [ELF] ideas are likely to influence mainstream teaching and assessment practices in the future". Indeed, a shift from traditional EFL goals to ELF has been observed in the documents of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Jenkins (2004) suggests that applied linguists and publishers will need to find ways of promoting a more ELF perspective in teaching materials. However, to begin with, the reason why the ELF approach is necessary for Japanese learners of English should be adequately discussed. Also, how people are likely to respond to the new materials in the future should be investigated. The aim of this thesis is two-fold: (1) to examine current English language teaching practices in Japan from an ELF perspective, and (2) to examine the attitudes of Japanese people towards the new ELF-oriented practice. More specifically, the current study will focus on the teaching materials that are currently being used within the country. The research consists of three parts: (1) the identification of the characteristics of ELF; (2) an analysis of the EFL coursebooks and audiovisual materials according to those traits; and (3) an investigation of the attitudes of Japanese learners and teachers of English to ELForiented coursebooks and audiovisual materials by means of questionnaires and focusgroups. EFL coursebooks and audio materials employed in the state and private sectors were analysed. ELF-orientation was found in different forms and to different degrees according to the level and the objectives of individual materials: this was apparent in the nationalities and contexts represented, in the content of texts, and in English varieties in audio materials. There were some differences between publishers in the degree of ELF orientation. 717 students and 28 teachers were involved in the questionnaire survey. Sixteen students and nine teachers participated in the focus-group discussions. The survey data revealed that the informants showed strong reactions to certain ELF features in materials. They had little objection to ELF-features which were related to contextual factors of ELF (e.g. representation of characters in a dialogue). In contrast, they expressed more opinions regarding ELF-features which were closely related to the issues of a target model (e.g. written forms of non-standard English, and audio recordings which included NNS English). The findings are discussed with regard to the implementation of ELF-oriented materials. Pedagogical implications are proposed for the further development of ELF-oriented materials and for possible changes in English language teaching in the Japanese educational system.

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Varga, Kate, and Ronja Cato. "A multimodal critical discourse analysis of Swedish teaching materials for English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.

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Education in the Swedish school system should aim to assist pupils in the development of fundamental values. This study investigates to what extent different groups of people are represented within two textbooks for English language teaching (ELT), produced in Sweden and commonly used in Swedish schools and how these representations correlate with the values indicated in the curriculum. Additionally, this study explores if textbooks designed for ELT can be adapted and used as a resource in the Arts classroom for multimodal representation analysis. The study used a multimodal critical discourse analysis with a social semiotic approach to address these questions, looking at the textbooks' textual and visual elements. The result is addressed both quantitatively and qualitatively and showed that, while women were shown in active roles, white men were overrepresented in both the visual and textual representations and people of colour of both genders were underrepresented. The results imply that ELT textbooks have some ways to go in order to meet the representation demands that the curriculum sets and that more research needs to address how to more accurately and frequently represent different groups of people within ELT teaching materials.

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Chan, Pik-shan Esther. "Assessing the suitability of English language teaching materials at primary level : a comparative evaluation of textbooks for the Hong Kong (1981) primary English syllabus /." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/hkuto/record/B42128213.

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Ng, Poh Ean Agnes. "A critical evaluation of the Vocational English Teaching Materials Project (VETMP)." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/75.

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Sampson, Nicholas. "Teaching materials and the autonomous language teacher a study of tertiary English teachers in Hong Kong /." Thesis, Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085477.

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Cheung, Wai-fong Margaret. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883638.

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Leung, Pui-sin Sandy. "Student's responses to three types of teaching materials used in an English as a second language classroom of a local community college." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36729656.

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Kwok, Yeung Kwai-ming Hily, and 郭楊桂明. "A study of the adaptation of authentic materials for civil service English courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956464.

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Chan, Pik-shan Esther, and 陳碧珊. "Assessing the suitability of English language teaching materials at primary level: a comparative evaluation oftextbooks for the Hong Kong (1981) primary English syllabus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128213.

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Al, Kahtani Saeed S. "Application of appropriate teaching methods and materials to address communication problems facing students at Yanbu Industrial College." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/610.

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Tarawhiti, Nancy Waireana. "The Development of a Certified Nursing Assistant English for Specific Purposes Curriculum: Teaching Materials and Methods." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd967.pdf.

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Wang, Weipei. "Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives." The University of Waikato, 2008. http://hdl.handle.net/10289/2547.

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Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.

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Botelho, Maria Do Rozário de Lima. "Multiple intelligences theory in English language teaching: An analysis of current textbooks, materials and teachers’ perceptions." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1079466683.

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Habte, Abrahaley. "The development of supplementary materials for English language teaching in a scarce resource environment: an action research study." University of Western Cape, 2001. http://hdl.handle.net/11394/7387.

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Magister Philosophiae - MPhil
Task based language instruction has generated some debate among researchers. Some argue in favour of task based language instruction by claiming that tasks focus learners' attention on meaning and thus facilitate second language acquisition (Prahbu, 1987; Pica and Doughty, 1986; Pica, Kanagy, and Falodun,1993). Others argue against task based language instruction and call into question the concept of comprehensible input, the idea upon which the whole task based approach is based (Sheen, 1994).

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Wang, Lixum. "The use of parallel texts in language learning : computer software and teaching materials for English and Chinese." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368990.

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Lenahan, Patrick. "Interacting with Shakespeare's figurative language: a project in materials development for the L2 classroom." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003463.

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This project arises from recent initiatives aimed at transforming Shakespeare studies in South African high schools, so as to make those studies more learner-centred and interactive, as well as a more useful communicative language-learning experience for second-language (L2) students. It is this interactive methodology that the present project seeks to extend to the relatively neglected area of Shakespeare's figurative language. Drawing on schema theory and response-based approaches to literature teaching, the project shows that figurative language is especially conducive to interactive treatment, whereby students might be encouraged to make sense of metaphors and similes out of their "background knowledge". Guidelines are indicated for putting this into practice in the L2 classroom; and on the basis of these guidelines, materials are developed for an interactive approach to Shakespeare's figurative language. The central phase in this development process involves trying out the materials in five African high schools and then analysing the data collected from them. The classroom try-outs were profitable in so far as they raised issues that had been overlooked in the earlier, theoretical, stage of the development process. A good overall response to the materials' learner-centred approach was indicated, although students experienced difficulties with certain essential tasks. Most seriously, while the materials were successful in accessing students' background knowledge in the form of associations, they were less successful in getting students to use this knowiedge in interpreting metaphors for themselves. Reasons for this feature, and others, are considered and solutions posited. Recommendations for implementing the materials in a larger teaching programme are made.

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Ma, Wan Hing Wendy. "Preparing instructional materials for students of mechanical and manufacturing engineering in a technical institute." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/90.

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Ngai, Ki-yan Carolyn, and 魏祈恩. "A study of student perception of authentic materials and its relationship with language proficiency." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056326.

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Mustedanagic, Anita. "Gender in English Language and EFL- Textbooks." Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5567.

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A textbook is a key component in the arsenal of a teacher of English. For this reason, it is of importance that textbooksused in Swedish schools are compliant with the fundamental values of equality, provided in the LPO 94. I will attempt to discover the extent to which English textbooks present males and females in non-stereotyped ways and as equal. I want to provide an overview to show how they deal with gender issues. In addition, I aim at establish whether there are any connection between learning and gender, and whether it hinders the pupil’s language learning.

My analysis will draw on previous research and theories presented by prominent figures in the field, such as, Butler (1990), Mills (1995), Renner (1997), Ravitch (2004) and Jones, Kitetu & Jane Sunderland (1997)among others. Thereafter, these theories, and my own research will be compared, to and contrasted with the guidelines from the Swedish National Agency of Education.

This dissertation comprises a qualitative critical discourse analysis of two randomly selected textbooks that have been, or are being used, in Swedish secondary schools. For my study, I have chosen Team 8 (1984) and Wings 8 (2000).

In my analyses, a number of different aspects will be taken into consideration, such as the gender distribution of narrators, main characters and sub characters, as well as the description of gender/gender roles, and the representation of gender in illustrations. Further, I will study what kind of language is used: the extent to which it is gendered or de-gendered language. These aspects will be collected quantitatively.

The findings from the analysis show that the language in Wings 8 gives a broad and non-stereotypic view of gender roles, which is in accordance with the fundamental values of LPO 94. However, the illustrations tend to portray males and females in what can be considered as quite stereotypical.

Team 8, on the other hand, contains gendered language and male dominance; women were placed in the background or left out completely. Therefore, Team 8 would not be deemed to be compliant with the requirements set by the Swedish National Agency of Education today.

Key words: Education, teaching material, Wings, Team 8, gender, critical discourse analysis.

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Villegas, Martínez Jorge. "Teaching speaking in the English classroom : Teacher practices in Swedish upper secondary schools." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157297.

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This qualitative study aims to investigate how teachers of English as a foreign language (EFL) work to develop their students’ oral proficiency. The study analyses interviews and pedagogical materials to elucidate how the interviewed teachers regard their students’ oral proficiency, what kind of activities they use for teaching speaking and how they assess oral proficiency. The participants were two licensed English teachers of higher upper secondary education, and different materials that the teachers used were analysed, including a textbook. The teachers regarded their students’ oral proficiency as generally good or very good but noted that significant differences existed in most groups regarding proficiency and that certain students who were less proficient showed an unwillingness to use the target language, which indicates a need of better strategies to involve these students in the learning process. The findings of this study suggest that the interviewed EFL teachers teach speaking according to the communicative approach and that the activities they use more frequently for teaching speaking were discussions, followed by presentations, speeches, role-playing and debates. However, the interviews and the pedagogical materials reflected a lack of focus on the features of spoken language, the importance of which has been proven by findings in corpus linguistics and conversation analysis. These findings indicate a need to raise awareness among teachers about the benefits of focusing on the features of spoken language. Regarding assessment, informal formative assessment in the form of direct observation was the most common form, while formal assessment was used in presentations and examinations in the form of group discussions. The teachers acknowledged some confusion regarding assessment due to the lack of clear guidelines from Skolverket. Moreover, they regarded speaking as being more important than other skills, which indicates the possibility of redefining the value of speaking in the course evaluation.

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Olsson, Birgitta. "Teaching Materials within Program Specific Courses Promoting Integration with English at Upper Secondary School." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12235.

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Knight, Nikita. "Theory and Practice : A comparison between English schoolbook grammar and English grammar teaching practiced in a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45893.

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This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks. Throughout the years, different methods have beenused for teaching grammar, which is why it is interesting to see which ones are used here. Thegrammar content of two English schoolbooks and the classroom observations of year eight and yearnine English lessons were analysed and compared in order to find out whether the grammarteaching affects the pupils proficiency level and accuracy in their essays. This investigation isrelevant since language teaching has become more and more focused on communication, whichmeans that accuracy has a tendency of being forgotten, even though fluency and accuracy are bothequally important in order to achieve a communicative competence.

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Egelström, Christian. "Comic Books - Images, Words and Language Acquisition : Using comic books as an alternative material for teaching the English language." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38159.

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The purpose of the research described in this essay is, by analysing the content of comic books, to (1) evaluate comic books as material for teaching, (2) if possible, to create an exercise that could be used in the classroom in which comic books are used for teaching ESL and (3) to suggest innovative material and related tasks that could be used to introduce students to issues related to meaning, with the focus on “literal or speaker meaning”, “multimodality” and “deixis”, and drawing upon principles and concepts described within the disciplines of semiotics, semantics and pragmatics. Accordingly, the thesis questions of this essay are described as follows: If possible, how could comic books be used in the classroom as an alternative material for teaching the ESL? If possible, how could comic books be used to introduce students to issues related to meaning through linguistic approaches, with the aid of semantics, semiotics and pragmatics? Comic books, in theory and in practice, could be used in the classroom as an alternative material for teaching the English language and introduce students to issues related to meaning through linguistic approaches, with the aid including semantics, semiotics and pragmatics. Furthermore, the material used in this essay is just a small fraction of possible material that is available to teachers, and there are numerous ways of using comic books in teaching aspects of language from varied perspectives.

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Kim, Haedong. "The opinions, classroom interest and motivational orientation of students on a general English course at South Korean universities with regard to the materials employed to teach them." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340590.

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Leung, Pui-sin Sandy, and 梁佩仙. "Student's responses to three types of teaching materials used in an English as a second language classroom of a local community college." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36729656.

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Demircan, Hacer. "A Study On The Impact Of Authentic Materials On Efl Students&amp." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605501/index.pdf.

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The purpose of the study was to investigate the impact of authentic materials on the development of grammar knowledge, retention and opinions of ninth grade students as an English language learner, in comparison with traditional materials and textbooks or coursebooks. To compare experimental and control groups in terms of achievement, retention and perceptions about the implementation units, a pretest-posttest control group design was carried out. For the purpose of this study, two authentic material-based grammar units were designed and developed and implemented to experimental group students. Three instruments
tests, opinionnaires and unit feedback forms were used. Seventeen (15 and two) teachers and 54 students at TED Ankara College Foundation High School participated in the study. As for the data analysis, the quantifiable data in the pre, post and retention tests were analysed by using descriptive and inferential statistical analysis. To indicate the differences between the experimental and control groups in consideration with achievement and retention, independent samples t-test was conducted. Additionally, opinionnaires and unit feedback forms were analysed to obtain information about the students&
#8217
and teachers&
#8217
opinions about grammar teaching in general and according to the treatment. The results indicated that most of the students were more successful in developing and retaining grammar knowledge while using authentic materials in class.

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Kiefer, Marvin R. "An ESP Reading Course: Methods and Materials." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1708.

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Thesis (M.A.)--Indiana University, 2008.
Title from screen (viewed on August 27, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Aye Nu E. Duerksen, Honnor Orlando. Includes vita. Includes bibliographical references (leaves 68-70).

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Afonso, Carlos. "Understanding student teachers' perceptions on the teaching and learning of English as a foreign language through their analysis of computer generated materials." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272124.

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Cheong, Yuet-chu Mickey, and 張月珠. "Investigating the effectiveness of the BCA web-based learning and teaching materials in supporting primary students learning English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29600418.

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Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.

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Hardman, Melinda Clement. "Developing A Teachers' Handbook for Content-based Instruction at Brigham Young University's English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2907.pdf.

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Romo, Abel Javier. "An English for Specific Purposes Curriculum to Prepare English Learners to Become Nursing Assistants." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1407.pdf.

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Kim, Hyun Jung 1976. "A case study of curriculum and material evaluation : elementary English as a foreign language in South Korea." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32920.

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English as a foreign language (EFL) is quite different from English as a second language (ESL) in many respects. Few EFL studies, however, have been conducted with consideration given to the unique EFL environment. This case study of South Korean elementary EFL was designed to evaluate the previous (1997--2000) and new (2001-- ) curricula and materials based on the researcher's experience and a review of the literature.
This study first suggests communicative language teaching (CLT) criteria appropriate for elementary school pupils who are beginning to learn EFL in Korea, and then evaluates the two CLT-based curricula for the 4th grade based on the suggested criteria. Second, this study aims to examine the two different material sets for the two curricula focusing on spoken language communicative activities. For the material comparison, the Sisayoungasa Co. material set, one of 16 sets based on the previous curriculum, is compared to the new material set based on the 7th curriculum.
Perceptions of the curriculum and material change were considered from three perspectives: three teachers, a policy maker and a researcher. It was revealed that opinions from the three perspectives vary considerably. The study also found that despite the recent attempt to implement CLT-based elementary EFL, there are still deficiencies in the Korean elementary EFL curriculum and materials.

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Eriksson, Fanny. "Läromedel som språngbräda till kommunikativ kompetens? : En kvalitativ innehållsanalys av förlagsproducerade läromedel i engelska för årskurs 4-6." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85137.

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Studiens syfte var att belysa vilka möjligheter förlagsproducerade läromedel för engelskämnet ger eleverna att utveckla sin kommunikativa kompetens i linje med läroplanens intentioner. För att uppfylla detta syfte ställdes två forskningsfrågor: hur möjligheten att öva de fyra förmågorna för språkinlärning fördelas i förlagsproducerade läromedel och på vilka sätt utveckling av elevernas kommunikativa kompetens möjliggörs i läromedlen. Sammanlagt nio textböcker och nio övningsböcker för årskurserna 4–6 från tre olika läromedelsserier (Skills, Sparks och Join the Quest) ingick i studien. Studiens metod var en kvalitativ innehållsanalys med kvantitativa inslag. Övningarna kategoriserades efter vilken/vilka av de fyra förmågorna som övades och på vilket sätt förmågan övades (mekaniskt, meningsfullt eller kommunikativt). Resultatet visade att hörförståelse är den förmåga som får minst utrymme i alla tre läromedelsserier och i två av tre läromedelsserier övas hörförståelse inte en gång i ett kommunikativt syfte genom årskurs 4–6. Vissa läromedelsserier erbjuder eleverna mer kommunikativ övning av förmågorna, medan vissa erbjuder mindre. En av de tre läromedelsserierna visar även på brister med att möjliggöra utveckling av de två potentiellt viktigaste förmågorna, hörförståelse och den muntliga förmågan, i ett kommunikativt syfte.
The aim of this study was to illustrate the possibility of developing communicative competence with the help of English language teaching materials for grades 4-6. Two research questions were asked to fulfill the aim of the study: how the opportunity to develop the four language skills are distributed in commercial English language teaching materials and in what way development of communicative competence is facilitated by using these teaching materials. A total of nine textbooks and nine exercise books for grades 4-6 from three different series (Skills, Sparks and Join the Quest) were included in this study. The methodological approach of this study was a qualitative content analysis with quantitative features. The exercises were categorized based on which of the four language skills that were practiced and how they were practiced (mechanical, meaningful, or communicative exercises). The result showed that listening comprehension is the least focused skill in all three series. In two out of three series, listening comprehension is not practiced in a communicative way in either of the grades. Some series contain more communicative language exercises, while some contain less. One of the three series also shows shortcomings when it comes to developing the two potentially most important skills, listening comprehension and the oral skill, in a communicative way.

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Ziskovsky, Lorraine. "Attempts to improve the teaching of English by Black teachers in selected areas of the Eastern Cape and the Transkei, through educational workshops and resource materials." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1003060.

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This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.

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Vergie, Malvin Patrick. "Effective language use in academic study material for L2 speakers of English at a distance learning institution." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4258.

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Thesis (MPhil (General Linguistics))--University of STellenbosch, 2010.
ENGLISH ABSTRACT: The gap which exists between the academic culture represented by lecturers and the nonacademic- culture represented by students at a residential university is even greater at a distance learning institution (DLI). At a DLI, lecturers and students are faced with a number of challenges. Firstly, the majority of distance learning students are older than the average residential student and have added responsibilities related to their families and jobs. Secondly, they come from a wider variety of cultural, educational and socio-economic backgrounds than residential first-years. Finally, the majority of these students have a relatively low proficiency in their second language (L2) English, which is usually their third or fourth language rather than their second language, and which is the language of instruction at South African DLIs. At a DLI, there is little or no face-to-face contact between lecturers and students, and teaching takes place primarily by means of printed study material, specifically study guides. Study guides substitute for the lectures and other contact periods that residential students receive. In addition, study guides have to facilitate the student in the world of a new and sometimes intimidating culture, namely the (tertiary) academic culture. However, many students may have trouble understanding the type of language used in study material (essentially, academic language), sometimes because lecturers do not understand the challenges faced by DLI students and/or because they write in a formal, academic style, which is often not easily accessible to first-year students. This could pose a barrier for learning, as well as for the transition of the student from the non-academic culture to the academic culture. The aim of the study reported in this thesis was to identify the linguistic criteria which a successful study guide for L2 speakers of English should adhere to. These criteria were extracted from literature on effective writing/teaching in general, then discussed in terms of their relevance for the specific purpose of writing effective study guides, and finally applied to critically evaluate the language used in three DLI study guides. The thesis ends with some concluding remarks, a discussion of the implications of the findings of the research, and some recommendations for further research.
AFRIKAANSE OPSOMMING: Die gaping tussen die akademiese kultuur wat verteenwoordig word deur dosente en die nieakademiese kultuur wat verteenwoordig word deur studente by 'n residensiële universiteit is selfs groter by 'n afstandsonderriginstelling (AOI). By 'n AOI kom studente en dosente voor 'n aantal uitdagings te staan. Eerstens is die oorgrote meerderheid afstandsonderrigstudente ouer as die gemiddelde student aan 'n residensiële universiteit en het hulle bykomende verantwoordelikhede met betrekking tot hul gesinne en werkplekke. Tweedens kom hulle uit 'n wyer verskeidenheid van kulturele, opvoedkundige en sosio-ekonomiese agtergronde as eerstejaarstudente van residensiële universiteite. Ten laaste is die meerderheid van hierdie studente se taalvaardigheid in hulle tweedetaal (T2) Engels relatief laag. In die meeste gevalle is Engels hulle derde of vierde taal eerder as hul tweede taal, terwyl dit ook die taal van onderrig is by Suid-Afrikaanse AOIs. By 'n AOI is daar geen of min persoonlike kontak tussen dosente en studente, en onderrig vind meestal plaas deur middel van gedrukte studiemateriaal, veral studiegidse. Studiegidse dien as plaasvervanger vir die voorlesings en ander kontaksessies wat 'n student by 'n residensiële universiteit ontvang. Ook moet studiegidse die student voorthelp in die wêreld van die nuwe en soms intimiderende kultuur, die (tersiêre) akademiese kultuur. Tog sukkel baie studente om die tipe taal (akademiese taal) wat in die studiemateriaal gebruik word te verstaan, wat soms veroorsaak word deur dosente wat nie 'n goeie begrip het van die uitdagings wat AOI-studente in die gesig moet staar nie, en/of omdat hulle in 'n formele, akademiese styl skryf wat nie maklik toeganklik vir eerstejaarstudente is nie. Dit kan 'n struikelblok vir leer wees, sowel as vir die oorgang van die student vanaf die nie-akademiese kultuur na die akademiese kultuur. Die doel van die studie waaroor daar verslag gelewer word in hierdie tesis was om die linguistiese kriteria te identifiseer waaraan 'n suksesvolle studiegids vir T2 sprekers van Engels moet voldoen. Hierdie kriteria is afgelei uit die literatuur oor effektiewe skryf/onderrig oor die algemeen, en vervolgens bespreek in terme van hulle relevansie vir die spesifieke doel van die skryf van effektiewe studiegidse. Laastens is hierdie kriteria gebruik om die taalgebruik in drie AOIstudiegidse krities te evalueer. Die tesis word afgesluit met enkele slotopmerkings, 'n bespreking van die implikasies van die bevindinge van die navorsing, en enkele aanbevelings vir verdere navorsing.

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Molin-Wilkinson, Phillip. "Film, Critical Language Awareness and the English Subject : An Example of Promoting CLA by Using Film as Teaching Material." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65490.

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This essay argues that an effective means of promoting critical language awareness (CLA) in the English subject in Swedish upper-secondary schools is to use socially critical, realistic film about contemporary social issues as a teaching material. To demonstrate this, the essay conducts a critical discourse analysis (CDA) of scenes from the selected materials drawn from the film This Is England and the TV series Little Britain. It shows how the language features of these film materials reinforce or challenge ideologies and power differences between groups. Furthermore, the essay gives an example of how to incorporate these materials in a lesson promoting CLA. Additionally, the essay advocates using the pedagogical strategy of problem-posing to scaffold and nurture the thought processes required to acquire CLA. Finally, it argues that promoting CLA through the use of film and problem-posing is an effective way to simultaneously accomplish multiple curriculum goals and objectives.

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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.

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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.

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Patel, Chirayush C. "Cultural awareness in TESOL student and teacher material." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19969.

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Thesis (MPhil)--Stellenbosch University, 2012
ENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to which Cultural Awareness [CA] is present in the material. CA is herein defined as the use of empathy to explicitly examine the contextual variations which give rise to different languages and cultures with the aim of avoiding stereotypes and promoting a mediated third linguistic and cultural place which incorporates the variations of context inherent in a student’s L1 and WEs. The thesis provides an overview of TESOL methodology together with issues arising from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA and Cert.TESOL, are also examined with specific attention to their inclusion of references to CA. The examination of NHA is carried out with the use of Hofstede & Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of NHA. Finally there is a discussion of the extent to which CA is present in NHA and recommendations for the future development of ESOL and TESOL material.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen, veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit. Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers, naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede & Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL materiaal.

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Bonifácio, Elida Maria Rodrigues. "Criteria for evaluation of textbooks designed for english language teaching to brazilian air traffic controllers: a checklist proposal." Universidade de Taubaté, 2015. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=792.

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Considering the need to improve the level of proficiency of air traffic controllers (ATCO) in the English language, in order to avoid incidents and accidents due to lack of proficiency, many language courses started offering English classes to those professionals. According to ICAO (2010), all ATCO must be approved in a specific proficiency exam, so that they can control international traffic. Nevertheless, the number of published textbooks in aviation English field is still low; therefore, choosing the most appropriate textbook becomes difficult due to the few options. The general objective of this paper is to contribute with researches in the field of textbook evaluation and Englisht learning and teaching. The specific objectives are: to set criteria in order to create a checklist to evaluate textbooks used in English language courses to air traffic controllers, based on criteria already found in the literature about textbook evaluation, adapting those criteria to what ICAO requirements and to the Proficiency Exam tasks; and to evaluate the book Aviation English using the checklist. The checklist criteria were created in the light of the Document 9835 (ICAO 2010), as well as in the light of the theories of language, Widdowson (1978), and others; the theory of English as a lingua franca of aviation, Oliveira E. (2007), Hülmbauer et al (2008), and others; the principles of language teaching and learning, Larsen-Freeman (2000), Brown (2007), and others; the tenets of English for Specific Purposes, Hutchinson and Waters (1987), Dudley-Evans and St. John (1998), and others; and the conception of materials development, Cunninsworth (1995), Tomlinson (1998; 2003), Mc Grath (2002), Dias (2007), and others. The checklist has as main categories the theoretical principles (language role and language teaching and learning), graphical features, lexical, grammatical and functional competences described in the Document 9835, support materials and English proficiency test preparation and it was subdivided into 117 items. The material evaluated by the means of the checklist fulfilled 71,8% of the checklist items in a positive way; on the other hand, 20,5% of the items were not identified in the material, and 7,7% of the items were partially identified in the textbook. Using the checklist to evaluate materials will enable professionals engaged in English teaching to air traffic controllers to choose the most appropriate textbook according to their audience, as well as to identify gaps in the book, in order to adapt the material, since there is no such thing as perfect material.
Considerando a necessidade de aumentar o nível de proficiência em língua inglesa de controladores de tráfego aéreo (ATCO), a fim de prevenir incidentes e acidentes, cujas causas também estejam relacionadas à falta de proficiência na língua, vários cursos de idiomas começaram a oferecer aulas de inglês para esses profissionais. Segundo OACI (2010), os ATCO devem ser aprovados em exame de proficiência específico, para operarem em órgãos que controlam o tráfego aéreo internacional. No entanto, o número de livros didáticos (LD) de inglês aeronáutico continua modesto e, com isso, a escolha do mais adequado torna-se difícil, devido às poucas opções. O objetivo geral deste trabalho é contribuir com pesquisas na área de avaliação de material didático e de ensino-aprendizagem de inglês. Os objetivos específicos são: estabelecer critérios para a elaboração de uma checklist para avaliação de livro didático utilizado na formação de língua inglesa de ATCO, a partir de critérios existentes na literatura sobre avaliação de LD, adequando-os aos requisitos estabelecidos pela OACI (Organização de Aviação Civil Internacional) e às atividades aplicadas no Exame de Proficiência a que são submetidos os controladores de tráfego aéreo no Brasil; e aplicar a checklist elaborada na avaliação do livro didático Aviation English. A Checklist ATCO será elaborada à luz do Documento 9835, de OACI (2010); das teorias de linguagem Widdowson (1978) e outros; da língua inglesa como língua franca da aviação, de Oliveira E. (2007), Hülmbauer et al (2008) e outros; dos princípios de ensino-aprendizagem de línguas, de Larsen-Freeman (2000), Brown (2007) e outros; do ensino de inglês para propósito específico, de Hutchinson e Waters (1987), Dudley-Evans e St. John (1998) e outros; e de avaliação de livro didático, de Cunningsworth (1995), Tomlinson (1998; 2003), Mc Grath (2002), Dias (2007) e outros. A checklist tem como principais indicadores os princípios norteadores (linguagem e princípios de ensino-aprendizagem), os aspectos gráficos, as competências lexicais, gramaticais e funcionais descritas no Documento 9835, os materiais de apoio e a familiarização com as atividades aplicadas no exame de proficiência aplicado no Brasil, totalizando 117 itens. A partir da aplicação da Checklist ATCO na avaliação do material, foi possível verificar que 71,8% dos itens estão presentes no livro avaliado; 20,5% não estão presentes no material; e 7,7% estão parcialmente presentes. A avaliação de LD utilizando a checklist proposta facilita a identificação de lacunas e fornece informações ao professor que avalia, a fim de que ele planeje as adaptações de atividades, já que o material perfeito será difícil de encontrar.

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Lam, Ian Ian. "The development of ESP teaching materials for secondary students studying fashion design in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1942473.

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Grönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.

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This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.

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Forbes, Deidre. "Addressing the digital divide : using CALL material to teach grammar to learners of English First Additional Language in classrooms with limited computer and multimedia resources." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19962.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms.
AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word.

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Stopar, Emilia. "From Grammar to Communication: An Analysis of Form and Function in Course Plans and Teaching Materials in the Subject of English for Upper Secondary School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34041.

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Abstract:

This essay deals with the communicative approach towards learning English. The aim is to investigate how and why form and/or function are stressed in course plans in the subject of English intended for the first year of upper secondary school and how the content of these plans are mirrored in teaching materials. This will be done within a small historical frame from the 70’s until today. Based on a background of the school’s development and the research in the field of education and language studies, the investigation is carried out by firstly analyzing the course plans respectively before weighing them against each other, and secondly by examining each teaching material before comparing their content to the relevant course plan as well as to each other. The focus in these analyses is on the language’s function in contrast to form and on how communicating competence is stressed and exercised. The results show that the course plans are vastly different. The older plan emphasises form to a large extent but it does also contain hints of function. The recent plan, on the other hand, is permeated by function and it has communication as the foremost goal. Both teaching materials correspond quite well to the relevant course plan. The older material exercises mainly form and correctness in individual tasks while the newer material promotes group work and features exercises that practically always require interaction and train the pupils’ communicative abilities. The conclusion that is drawn from this investigation is that there is an obvious shift from a prominence of form to a dominion of function in both the course plans and teaching materials studied in this essay.

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