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Dissertations / Theses on the topic 'Englsih'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Herraiz, Martínez Ana. "Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences." Doctoral thesis, Universitat Jaume I, 2018. http://hdl.handle.net/10803/664863.

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This thesis analyses undergraduate learners' pragmatic development. The participants of the study were enrolled in English-medium instruction atlhree different Spanish universities. Pragmatic development is operationalised as "functional adequacy" (FA), which is a recent construct developed by Kuiken and Vedder (2016) to approach pragmatic competence. Moreover, the effect of English proficiency and previous language learning experiences on learners' FA is explored. Quantitative and qualitative results are taken ¡nto consideration in order to observe and further understand what happens in the EMI contexts under analysis.
Esta tesis doctoral analiza el desarrollo pragmático de estudiantes universitarios matriculados en contextos de instrucción en inglés (English-medium instruction). La competencia pragmática escrita se enmarca en la vertiente de "adecuación funcional" propuesta por los investigadores Kuiken y Vedder (2016). Por otra parte, también se analiza el efecto que tiene el nivel de inglés y las estancias con fines educativos realizadas previamente en el grado de "adecuación" de los textos escritos. Los resultados se analizan de manera cuantitativa y cualitativa para tener una perspectiva más amplia de lo que sucede en las aulas EMI de nuestras universidades.

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2

Mangelinckx, Jérôme, Sophia Palomeque, and Valeria Paredes. "Inglés en colegios estatales de Lima Metropolitana: un análisis del nivel y las percepciones de los estudiantes de 5to año de secundaria." Universidad Peruana de Ciencias Aplicadas (UPC), 2017. http://hdl.handle.net/10757/624427.

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3

Kreyer, Rolf. "Inversion in modern written English syntactic complexity, information status and the creative writer." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.

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4

Elenbaas, Marion. "The synchronic and diachronic syntax of the English verb-particle combination /." Utrecht : LOT, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015659575&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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5

Vosberg, Uwe. "Die grosse Komplementverschiebung aussersemantische Einflüsse auf die Entwicklung satzwertiger Ergänzungen im Neuenglischen." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2820888&prov=M&dok_var=1&dok_ext=htm.

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6

Toyota, Junichi. "Diachronic change in the English passive /." Basingstoke : Palgrave Macmillan, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230553453.

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7

Wawra, Daniela. "Männer und Frauen im Job-Interview eine evolutionspsychologische Studie zu ihrem Sprachgebrauch im Englischen /." Münster : Lit, 2004. http://catalog.hathitrust.org/api/volumes/oclc/57476617.html.

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8

Akindele, D. O. "Speaker's rights in English-English and Yoruba-English family discourse." Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377443.

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9

Jarmeby, Kennerknecht Karin. "English in Malaysia : Attitudes towards Malaysian English and Standard English." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70944.

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In Malaysia what was at first Standard English has over time changed and a variety called Malaysian English has arisen. This variety of English is full of colloquial expressions and the grammar also differs slightly from that of Standard English. This paper surveys Malaysian speakers’ attitudes towards Malaysian English and Standard English. A questionnaire was used to collect the data. The results show that the informants consider Malaysian English useful for informal and everyday communication whereas Standard English is more useful for international communication as well as more formal purposes. A good command of Standard English is still regarded as important. It became evident that while the informers were aware of Malaysian English and its linguistic characteristics, identifying them in written sentences was not easy. The informants’ attitudes towards Malaysian English and Standard English showed that one variety does not have to exclude the existence of the other.
Vad som först var standardengelska har i Malaysia över tid ändrats och en ny variant kallad malaysisk engelska har växt fram. Denna variant av engelska är full av lokala uttryck och grammatiken skiljer sig delvis från standardengelskans. Denna studie undersöker talares attityder till malaysisk engelska och standardengelska med hjälp av en enkät. Resultaten visar att malaysisk engelska är användbar för informell och vardaglig kommunikation medan standardengelska är mer användbar för internationell samt mer formell kommunikation. Att behärska standardengelska anses fortfarande vara viktigt. Det blev tydligt att även om informanterna var medvetna om malaysisk engelskas lingvistiska särdrag så var det inte helt enkelt att identifiera dem i skrivna meningar. Informanternas attityder till malaysisk engelska och standardengelska visade att en variant inte nödvändigtvis utesluter den andra.

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10

Breier, Susanne. ""Learning English, having fun?" Untersuchungen zur Konzeption und Didaktik von ausgewählter schulbegleitender Lernsoftware für das Fach Englisch /." [S.l. : s.n.], 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11675469.

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11

Öllerer-Einböck, Birgit. "The English picaresque tradition beginnings to the eighteenth century." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/989022080/04.

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12

Tsagari, Dina. "The complexity of test washback an empirical study." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/994779968/04.

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13

Islam, S. M. Arifull. "English Vowels: A World English Perspective." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1241.

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In spite of having a fixed standard of pronunciation, English is being used in various ways in parts of the world, particularly in its way of utterance. English vowel is playing one of the significant roles in making different varieties of English language. This essay tries to see into detail how some phonetic features (formant movement, frequency, pitch) of English vowels vary in relation to Bengali, Catalan, Italian, Spanish and Swedish speakers. It has been found that all these speakers vary a lot from each other in the utterance of English vowels.

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14

Tan, Shen Wen. "English for Occupational Purposes: Elastomer English." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463096101.

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15

Löschnigg, Martin. "Die englische fiktionale Autobiographie : Erzähltheoretische Grundlagen und historische Prägnanzformen von den Anfängen bis zur Mitte des neunzehnten Jahrhunderts /." Trier Wiss. Verl. Trier, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2852245&prov=M&dok_var=1&dok_ext=htm.

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16

Sinar, Rebecca. "A history of English reflexives : from Old English into Early Modern English." Thesis, University of York, 2006. http://etheses.whiterose.ac.uk/11018/.

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17

Ames, Cory. "Christ being Hopkins and Hopkins being Christ." Click here to view, 2010. http://digitalcommons.calpoly.edu/englsp/3/.

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Thesis (B.A.)--California Polytechnic State University, 2010.
Project advisor: Kevin Clark. Title from PDF title page; viewed on Apr. 30, 2010. Includes bibliographical references. Also available on microfiche.

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18

Newman, Rachel. "Defying the feminist dilemma Eavan Boland's "listen. This is the noise of myth" /." Click here to view, 2010. http://digitalcommons.calpoly.edu/englsp/5/.

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Thesis (B.A.)--California Polytechnic State University, 2010.
Project advisor: Kevin Clark. Title from PDF title page; viewed on Apr. 20, 2010. Includes bibliographical references. Also available on microfiche.

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19

McDonald, Travis. ""In memory of W.B. Yeats" elegy for a man and an ideal /." Click here to view, 2010. http://digitalcommons.calpoly.edu/englsp/4/.

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Thesis (B.A.)--California Polytechnic State University, 2010.
Project advisor: Kevin Clark. Title from PDF title page; viewed on May 13, 2010. Includes bibliographical references. Also available on microfiche.

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20

Caprari, Gina Nichole. "Everything is permitted : three essays in the spirit of Fyodor Dostoevsky's underground /." Click here to view, 2009. http://digitalcommons.calpoly.edu/englsp/1.

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Thesis (B.A.)--California Polytechnic State University, 2009.
Project advisor: Robert Inchausti. Title from PDF title page; viewed on Jan. 20, 2010. Includes bibliographical references. Also available on microfiche.

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21

Lopes, Leanne. "Realism in Russian literature capturing truth and eliciting responses /." Click here to view, 2010. http://digitalcommons.calpoly.edu/englsp/2/.

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Thesis (B.A.)--California Polytechnic State University, 2010.
Project advisor: Robert Inchausti. Title from PDF title page; viewed on Mar. 24, 2010. Includes bibliographical references. Also available on microfiche.

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22

Benkwitz, Annaliese. "Kontrastive phonetische Untersuchungen zum Rhythmus : britisches Englisch als Ausgangssprache - Deutsch als Zielsprache /." Frankfurt am Main [u.a.] : Lang, 2004. http://www.gbv.de/dms/bs/toc/393034135.pdf.

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23

Schmitt, Franziska. ""Method in the fragments" fragmentarische Strategien in der englischen und deutschen Romantik." Trier WVT, Wiss. Verl. Trier, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2663927&prov=M&dok_var=1&dok_ext=htm.

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24

Beauprez, Nathalie. "Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.

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The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

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25

Martin, Darryl Peter. "English Virginal." Thesis, University of Edinburgh, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489877.

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26

Wendt, Mikael. "Extramural English." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33821.

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In light of the staggering technological development we have witnessed over the last decade when it comes to connectivity and access to the internet, compounded by the new entertainment trends online, this study intends to examine students’ consumption of English in their spare time, and their view of the benefit it brings them in their language development. Through a quantitative survey the study tries to pinpoint how much English students at a secondary school in southern Sweden consider they consume in their spare time. Furthermore, to what degree do students believe their English spare time activities have helped them in school, and in their own English development. The results showed a broad consumption of English in the spare time, and a high opinion among students regarding the help their spare time English provide them in school. However, the reversed, that school helped them in the spare time, had a much lower appreciation. The study also looked at specific spare time activities, like playing games, to see if a pattern of more fruitful activities for English development could exist, which the results and previous research seem to indicate toward. Finally, a better understanding of this subject could inspire teachers views of spare time activities, and how to tie students interests and previous experiences in to the language classroom.

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27

Shibata, Ayako. "English in Japan : conceptualisations of English and English education in Japanese education and social contexts." Thesis, Goldsmiths College (University of London), 2009. http://eprints.gold.ac.uk/6661/.

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28

Na-Thalang, Sanooch. "Thai learners of English and the English number system." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.

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29

Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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30

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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31

Samuelsson, Josefine. "Fritidsengelskan och skolan : Extramural English and English in school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37264.

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32

Coffey, Alexandra. "Höllischer Ehrgeiz und himmlische Macht : Herrschafts- und Magiediskurse im Theater der englischen Renaissance /." München : Utz, 2009. http://d-nb.info/988230267/04.

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33

Callies, Marcus. "Information highlighting in advanced learner English : the syntax-pragmatics interface in second language acquisition /." Amsterdam : John Benjamins Publishing Company, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789027254313.

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34

Norgren-Bergström, Tobias. "English Grammar Instruction in English 5 Three Swedish upper-secondary school English Teachers’ Perspectives on Grammar Instruction." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67737.

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This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.

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35

Johansson, Caroline. "Received Pronunciation, Estuary English and Cockney English: A Phonologic and Sociolinguistic Comparison of Three British English Accents." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31481.

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36

Dongilli, Sophia J. "Separable English phrasal verbs: a comparison of L1 English speakers and L1 Spanish speakers of L2 English." Kansas State University, 2015. http://hdl.handle.net/2097/19120.

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Master of Arts
Department of Modern Languages
Earl K. Brown
How to teach phrasal verbs to L2 learners of English has been the subject of debate in Teaching English as a Foreign Language (TEFL) courses and materials alike. These multi-part verbs, consisting of a verb and one or more particles, convey a new lexical meaning different from their individual parts. Further complicating this is the fact that some transitive phrasal verbs can be separated from their particles to varying degrees by a direct object. Though variables affecting verb-particle separation lie below the level of consciousness for most native speakers, they make the acquisition of particle placement difficult for L2 English language learners. Additionally, the presentation of these verbs in EFL textbooks and university English language programs (ELPs) is inadequate. TEFL textbooks tend to place emphasis on the lexical acquisition of phrasal verbs, ignoring separable versus non-separable distinctions. However, native English speakers separate phrasal verbs from their particles about 66.5% of the time in spoken conversation. In order to determine whether traditional textbook problems associated with phrasal verb presentation persist, I analyzed eleven TEFL textbooks used in Kansas State University’s ELP. I also administered a grammaticality judgment survey in order to find out whether L1 Spanish speakers of L2 English view separation of transitive phrasal verbs and their particles to be grammatical. L1 Spanish Speakers of L2 English are disadvantaged by the fact that their native language is verb-framed, meaning that it does not make use of particles in the same way that English does. It is for this reason that native Spanish-speakers of L2 English constitute the experimental group in this study. The results of the TEFL textbook analysis reveal that none of the eleven textbooks analyzed could stand alone in the classroom to effectively teach phrasal verbs. The results of the grammaticality judgment survey show that L1 Spanish speakers of L2 English differ at a statistically significant level from L1 American English speakers in their acceptability of phrasal verb-particle separation. These findings have pedagogical implications for TEFL instructors, textbook writers, and English language programs, and demonstrate the need for more extensive and authentic phrasal verb instruction.

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37

Koylu, Yilmaz. "Acquisition Of English Reflexives By Turkish L2 Learners Of English." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611909/index.pdf.

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This M.A. thesis investigates the L2 acquisition of binding properties of English reflexives by Turkish L2 learners to address the issue of UG availability in L2 grammar. 140 Turkish L2 learners of English (67 elementary, 73 upper) participated in this study. They were all students at the Department of Basic English, Middle East Technical University. In addition, in the control group, there were 8 native speakers of English. A grammaticality judgment task and a story-based truth-value judgment task were used to examine whether the L2 grammars of the Turkish learners of English are governed by the principles and parameters of UG in the context of reflexive binding. According to the Full Transfer Full Access Model (FTFA), L2 learners have direct access to innate principles and parameters of Universal Grammar (UG) from the initial state to the end-state in the process of L2 acquisition. In line with FTFA, the results of the two tests suggest that the L2 learners&rsquo
grammar is UG-constrained even though they do not fully converge on native English norms with respect to reflexive binding.

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38

Iida, Eri. "Hedges in Japanese English and American English medical research articles." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.

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The present study analysed the use of hedges in English medical research articles written by Japanese and American researchers. The study also examined the relationship between Japanese medical professionals' employment of hedges and their writing process. Sixteen English medical articles: eight written by Japanese and eight by Americans were examined. Four of the Japanese authors discussed their writing process through questionnaires and telephone interviews.
The overall ratio of hedges in articles written by the two groups differed only slightly; however, analyses revealed a number of specific differences in the use of hedges between the groups. For example, Japanese researchers used epistemic adverbs and adjectives less frequently than the American researchers. The results were discussed in relation to the problems of nonnative speakers' grammatical competence, cultural differences in rhetorical features, and the amount of experience in the use of medical English.

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39

Scott, Walter Geoffrey. "The English Benedictine Congregation and the English mission 1685-1794." Thesis, King's College London (University of London), 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573913.

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40

Toivanen, Juhani H. "Perspectives on intonation English, Finnish, and English spoken by Finns /." Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.

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41

Battistelli, Paula Webb. "English for the masses English instruction at nontraditional educational institutions /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/p_battistelli_042509.pdf.

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42

Rosenberger, Lukas. "The Swiss English hypothesis the linguistics of English in Switzerland /." Tübingen Francke, 2006. http://d-nb.info/994607776/04.

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43

Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.

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44

Byers, Emily. "Reduced vowel production in American English among Spanish-English bilinguals." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/800.

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Prominent views in second language acquisition suggest that the age of L2 learning is inversely correlated with native-like pronunciation (Scovel, 1988; Birdsong, 1999). The relationship has been defined in terms of the Critical Period Hypothesis, whereby various aspects of neural cognition simultaneously occur near the onset of puberty, thus inhibiting L2 phonological acquisition. The current study tests this claim of a chronological decline in pronunciation aptitude through the examination of a key trait of American English – reduced vowels, or “schwas.” Groups of monolingual, early bilingual, and late bilingual participants were directly compared across a variety of environments phonologically conditioned for vowel reduction. Results indicate that late bilinguals have greater degrees of difficulty in producing schwas, as expected. Results further suggest that the degree of differentiation between schwa is larger than previously identified and that these subtle differences may likely be a contributive factor to the perception of a foreign accent in bilingual speakers.

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45

Leuckert, Sven. "Copula Deletion in English as a Lingua Franca in Asia." Martin-Luther-Universität Halle-Wittenberg, Institut für Anglistik und Amerikanistik, 2016. https://tud.qucosa.de/id/qucosa%3A34476.

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Non-standard features such as copula deletion have long been dismissed as learner errors or were interpreted as results of simplification processes in English as a Lingua Franca (ELF), and only recent publications tend to acknowledge the influence of language contact in ELF settings (cf. Schneider 2012). The present paper analyses tokens of copula deletion in the Asian Corpus of English (ACE 2014) with respect to speaker L1s, situational context and syntactic environment, with our results suggesting a correlation between copula usage patterns in the speakers’ L1s and constructions involving copula deletion found in ACE. Thus, opening up the field to ELF settings, our data confirm findings of previous studies such as Sharma (2009) that point to contact-induced copula usage in non-standard English(es).

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46

Yeh, In-Chin, and 葉殷青. "A Study on Information Technology Integrated into Teaching the Seventh Graders Englsih Vocabulary." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/76600924217741416902.

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碩士
國立新竹教育大學
教育與學習科技學系課程與教學碩士在職專班
103
To response to the internationalization , English is important to students. English ability should be based on English vocabulary. Integrating information technology into English teaching and learning is a key to enhance the interest in learning English and thus expands students’ vocabulary. So the purpose of this study was to examine the effects of applying SMART Response System and tablet computers to English vocabulary teaching and learning on seventh-grade students’ English learning achievements, learning attitudes and learning satisfaction. In this study, the English vocabulary of experimental teaching is from Unit Seven and Unit Eight in English Book Two. This study used a quasi-experimental design. Three seventh-grade classes in total of 90 students were randomly assigned to two experimental groups and one control group. One of the experimental groups used SMART Response to learn the vocabulary, while the other experimental group used tablet computers to learn the vocabulary. The control group used paper and pens to learn the vocabulary. The duration of the experiment was six weeks; a total of twelve sessions. The results are showed as follows: 1.The three groups’ learning achievements significantly progressed after the experiment. And the group of tablet computers assisted teaching was significantly better than the other two groups at total scores and the “spelling” and “meaning distingishing” factors of learning achievements . 2.In terms of learning attitudes, the two experimental groups significantly progressed and were significantly better than the control group. 3.The group of tablet computers assisted teaching was significantly satisfied with the teaching devices after instruction and was more significantly satisfied than the group of SMART Response assisted teaching.

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47

Cheng, Ya-chuan, and 鄭雅娟. "A comparative study between Taiwan and Hong Kong''s primary Englsih education policy." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/64889423569252974847.

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Abstract:

碩士
國立臺南大學
教育經營與管理研究所
93
The study aims to make a comparison between Taiwan and Hong Kong’s primary English education policy. The contents of this study include: 1) analysis of the political, economic, social and educational backgrounds between Taiwan and Hong Kong; 2) analysis of the factors influencing the policy making of the primary English education; 3) description of the development, contents and problems of the primary English education policy between Taiwan and Hong Kong. A comparative method was employed to conduct this research. The major findings of this study were as follows: 1)In Taiwan, besides the ministry of education, the local government can design their own primary English education policy. Hong Kong’s policy decision organization is parallel to the consulting organization, the latter is also influential. 2) The latest primary English education curriculum guideline of Taiwan and Hong Kong were revised and published in 2004. Taiwan focused on listening and speaking, while Hong Kong paid equal attention to listening, speaking, reading and writing. 3) Taiwan and Hong Kong have set high standards on primary English teachers’ qualification. These two places faced high expenditures and opposition on employing foreign teachers. Hong Kong carried out the plan aggressively, but Taiwan progressed slowly. 4) Hong Kong has English proficiency tests for primary students. Taiwan’s central government hasn’t carried out the plan, while a few local governments have already implemented it. 5) Hong Kong is promoting the policy of bi-literacy and tri-lingualism. Taiwan has the similar policy, only the mother tongue is different. Both Taiwan and Hong Kong put emphasis on English language education. Finally, this study came up with the following suggestions for the primary English education policy in Taiwan：1) To start teaching English at the same grade. 2) After setting up teacher qualification, the government should request schools hire qualified teachers, and review the policy of native-speaking English teachers regularly. 3) English proficiency tests for students should be focused on comprehensive ability. 4) To create a dynamic English learning environment. 5) Pay equal attention to the local languages and international languages. 6) To make a comparison between Taiwan and other countries on how they use multimedia in English teaching.7) To evaluate the advantages and disadvantages of employing local English teachers and native-speaking English teachers. 8) To explore how other Asian countries do on their English proficiency tests, and the support the governments offer for schools and students. Keywords：English education, primary English education policy, comparative study

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48

Yu, Hsiang-chun, and 游香君. "Dream Allegory in Charles Dickens' A Christmas Carol and Its Application to Englsih Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/84982452795110108156.

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Abstract:

碩士
國立彰化師範大學
英語學系
93
The thesis attempts to interpret Charles Dickens’ A Christmas Carol in terms of dream allegory and to apply it to English teaching. Thus the former part of the thesis is applying dream allegory characteristics to interpret Charles Dickens’ A Christmas Carol and discusses how the characteristics are presented in this novel, and in the latter part of the thesis the researcher focuses on the teaching of the concept of dream allegory in A Christmas Carol. Initially some methods and activities for teaching novels will be covered and then an experiment will be conducted to teach A Christmas Carol. The whole thesis is divided into seven chapters. Chapter One is the introduction, including thesis statement, literature review and organization of the thesis. Chapter Two focuses on discussing the characteristics of dream allegory and it also includes the motivation as well as methodology of this research. Characteristics of dream allegory are found to contain: a dream framework, dual meaning and allegorical names, crisis, journey and epiphany. These characteristics are discussed respectively and examples, like works of The Pilgrim’s Progress and “Young Goodman Brown” are presented to account for the characteristics. In Chapter Three, A Christmas Carol is analyzed through dream allegory’s point of view. The characteristics of dream allegory are applied to provide profound insight to the understanding of the novel. Chapter Four is analysis of the teaching material. It offers guidelines in teaching novels and it also discusses the appropriateness of teaching A Christmas Carol. Chapter Five is about the application of A Christmas Carol to the EFL Vocational High School classroom in Taiwan. It presents the two research questions: 1. What are vocational high school students’ perceptions about reading English novels before and after the teaching of A Christmas Carol? 2. What is the effect of the concept of dream allegory in A Christmas Carol on EFL vocational high school students in Taiwan? Chapter Four also provides description of the subjects, instruments, text, lesson plan, teaching procedures, and data collecting procedures. Chapter Six presents and discusses the results of the teaching application. It is found that though before the teaching experiment most students think that reading English novels is helpful to learn English, but they think reading English novels is not easy. However, after the teaching experiment some have conquered their fear of reading English novels. The teaching of A Christmas Carol is approved by over sixty percents of students agreeing that the content of the book is suitable for them to read. The students were found to understand the dream allegory presented in the novel. Chapter Seven summarizes major findings of the study, discusses limitations of the present study and also provides suggestions for further study.

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49

Hong, Yan-lin, and 洪燕玲. "The Development of the Englsih Word Recognition Test for Junior High and Elementary School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/99775610298739768020.

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Abstract:

碩士
國立臺南大學
測驗統計研究所碩士班
93
The purpose of this study was to make an English Word Recognition Test with the national norm. One hundred words were chosen as the content of the formal word recognition test according to the result of the pilot tests in Tainan City and Chang-Hwa County. This English Word Recognition Test was an individual test and was implemented with standard procedures. Stratified samples were from four areas, including northern area (Taipei county ), central area (Chang-Hwa County and Chang-Hwa City), southern area (Chia-Yi County and Tainan City) and a municipal area (Taipei City). Two elementary schools were chosen in each area, and the corresponding junior high schools were chosen at the same time. One class was chosen from each grade. Therefore, the samples were 1701 students from grade 3 to grade 9, including 965 male students and 836 female students. The period of taking tests was from April, 2004 to June, 2004. The instrument was the English Word Recognition Test which was designed by the researcher. The results were as the followings: 1. The feature of the English Word Recognition Test The purpose of this study was to make the first standardized English word recognition test with good reliability, validity, and norm. As for the reliability, the internal consistency was used. The υf the grade 3 and 4 was .9919. The υf the grade 5 and 6 was .9936. The υf the grade 7 was .9922. The υf the grade 8 was .9931. The υf the grade 9 was .9929. The homogeneity was very high. As for the validity, the content validity and criterion-related validity were used. ESL experts, experienced English teachers, experienced test designers were invited to discuss about the content of this word recognition test. All of them agreed that the content of this test fitted the goals of the test. As for the criterion-related validity, the correlation coefficient of the scores of this word recognition and the English grades was between .414 and .941. The correlation was between medium to high. 2. The Description of the Students’ English Word Recognition Ability In the reading subtest, the students of grade 3 and 4 can read word from the correspondence of single letter and single phoneme. As for the words which didn’t fit the rules of correspondence, the students could read them if they were sight words. The students tended to use graphic and phonetic routes to read one-syllable word with grapheme-phoneme correspondence. This was related with the students learning experience. In the meaning test, the students of grade 3 and 4 got the meanings of the words by pronouncing the word. They did a good job in the words of real nouns related with their life experience. The students of grade 5 and 6 could recognize the correspondence between two letters and one phoneme, but they had difficulty reading the words with more syllables. They used audio route to recognize the meanings of the words. The frequent words or the familiar words were easier for them to answer. The 7th graders could read the words with regular rules, but it was hard for them to read the words with special patterns, such as –ight. They did a better job than the 5th and 6th graders in the words with two syllables. The sound was a key point in the meaning test. Yet, although they could sound out some words with low frequency, they couldn’t know the meanings. The 8th and 9th graders tended to use two routes to recognize words. There was no big difference in words with three syllables, but the 8th graders seemed to be better than the 9th graders because of their learning experience. As for the meaning tests, because they had more vocabulary, they were easily confused with similar words. It could be concluded that seven factors influenced the students’ responses in the reading test: (1) How many syllables were there in the word? (2) Was the word with the regular grapheme-phoneme correspondence? (3) Was it a sight word? (4) Was the word related with the students’ life experience? (5) Was the word related with the students’ learning experience? (6) What kind of route did the student use to recognize the word? (7) Was there a pronunciation mistake? On the other hand, the pronunciation, life experience and the familiarity were the important factors influencing the meaning tests. 3. The Word Recognition Ability of Students with Different Background As for the gender, there was significant difference between male students and female students in most graders, except the 5th and 6th grade. As for the areas, there was significant difference between the students in the cities and the students in the country areas.

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50

Wang, Ya-hui, and 王雅卉. "EFL Eighth Graders' Englisg Reading Motivation, English Reading Attitude, and English Reading Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82972405659316538368.

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Abstract:

碩士
國立彰化師範大學
兒童英語研究所
99
This study aimed to explore the eighth graders’ English reading motivation and English reading attitude in Taiwan and investigate the relationships between English reading motivation, English reading attitude, and English reading achievement. Gender differences in English reading achievement, English reading motivation, and English reading attitude were also examined. Hypothesizing that the constructs of English reading motivation and English reading attitude may be different from the constructs in L1 contexts, the present study attempted to reveal the constructs of English reading motivation and English reading attitude in an EFL context. The researcher further investigated the relationships between English reading motivation, English reading attitude, and English reading achievement. Participants in this study were 202 eighth graders, containing 89 males and 113 females, in Nantou County. All the participants completed an English reading motivation questionnaire and an English reading attitude questionnaire modified by the researcher of the study. The items of the questionnaires came from the following two sources: 1) a number of published questionnaires and 2) an expert’s suggestions. The English reading motivation questionnaire contained two parts, namely student background information and twelve cimponents of English reading motivation. The English reading attitude questionnaire included three sections, namely students background information, the three-component model of attitude, and attitude toward different reading materials. All the participants took the English reading comprehension test. The data were processed using statistical package SPSS19.0 for Windows version. Item analysis and reliability analysis were carried out to validate the underlying variables of English reading motivation questionnaire and English reading attitude questionnaire, which were conducted in the main study, and to delete items that were not reliable and valid. Cronbach’s α and construct reliability were calculated to confirm the reliabilities of the two instruments. The collected data were analyzed using exploratory factor analysis (EFA), descriptive stastics, t-tests, correlation analysis, and multiple regressions. Twelve factors were extracted from English reading motivation: reading efficacy,reading challenge, reading curiosity, reading involvement, importance of reading in English, reading for grades, reading compliance, reading avoidance, reading for recognition, social purposes of reading English, competition, and integrative orientation. With regard to English reading motivation, the gender difference only was found in the dimension of competition. English reading attitude involved affective, behavioral, and cognitive components. Moreover, attitude toward recreational and academic reading also can be included in the questionnaire to reveal the participants’ English reading attitude. For attitude toward reading English, the gender difference was found in the affective component. Attitudinal components have no significant relationship with the English reading achievement. Except for reading efficacy, the relationship between other components of English reading motivation and English reading achievement were found. Futhermore, results revealed no attitudinal components could significant predict English reading achievement and competition is the greatest predictor of English reading achievement.

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