Dissertations / Theses: 'Foreign language pedagogy'

1

DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Dashwood, Ann, and n/a. "Third Turn as a Teachable Moment in Foreign Language Pedagogy." Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060810.092724.

Full text

Abstract:

Talk is the vehicle of exchange in language classrooms when communicative competence is being developed. Turns of talk then facilitate the meaning-making process as students and teachers collaboratively come to understand the discourse of knowledge they are co-constructing. During the pivotal third turn in the essential teaching exchange, there is potential for teachers to realise productive pedagogies as they facilitate their students' organisational and pragmatic skills in the foreign language. This study brings a lens to Initiation-Response-Evaluation (IRE) triadic dialogue, which has been criticised for its monological overuse and limitation of students' language production. Analysis of the third turn shows the uptake to be an implicit move in the exchange. Teachers appear not to be aware of the potential benefit it offers them for co-constructed language use at that point in teacher-student interactions. Teachers draw on students' background knowledge and experiential learning in the four domains of productive pedagogies (intellectual quality, supportive classroom environment, recognition of difference and connectedness) when they engage them through an authentic use of language. For this study, potential for productive pedagogy was investigated in the classroom talk of two teachers of Japanese at year 10 level. In a case study, six transcribed and translated lessons were subjected to conversational and membership categorisation analyses using Bachman's (1990) communicative language ability framework to describe language production around the third turn and to hypothesise its effectiveness in providing opportunities for students to generate output in the target language.

APA, Harvard, Vancouver, ISO, and other styles

3

Dashwood, Ann. "Third Turn as a Teachable Moment in Foreign Language Pedagogy." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366529.

Full text

Abstract:

Talk is the vehicle of exchange in language classrooms when communicative competence is being developed. Turns of talk then facilitate the meaning-making process as students and teachers collaboratively come to understand the discourse of knowledge they are co-constructing. During the pivotal third turn in the essential teaching exchange, there is potential for teachers to realise productive pedagogies as they facilitate their students' organisational and pragmatic skills in the foreign language. This study brings a lens to Initiation-Response-Evaluation (IRE) triadic dialogue, which has been criticised for its monological overuse and limitation of students' language production. Analysis of the third turn shows the uptake to be an implicit move in the exchange. Teachers appear not to be aware of the potential benefit it offers them for co-constructed language use at that point in teacher-student interactions. Teachers draw on students' background knowledge and experiential learning in the four domains of productive pedagogies (intellectual quality, supportive classroom environment, recognition of difference and connectedness) when they engage them through an authentic use of language. For this study, potential for productive pedagogy was investigated in the classroom talk of two teachers of Japanese at year 10 level. In a case study, six transcribed and translated lessons were subjected to conversational and membership categorisation analyses using Bachman's (1990) communicative language ability framework to describe language production around the third turn and to hypothesise its effectiveness in providing opportunities for students to generate output in the target language.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text

APA, Harvard, Vancouver, ISO, and other styles

4

Sellards, Regula. "Pedagogy and Successful Practices in Dual Language Programs." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689317.

Full text

Abstract:

The purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs.

APA, Harvard, Vancouver, ISO, and other styles

5

Zhao, Wenting. "Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500328309151353.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Li, Cong. "Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Meng, Nan. "Chinese Culture themes and Cultural Development: from a Family Pedagogy to a Performance-based Pedagogy of a Foreign Language and Culture." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345312833.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Yang, Jia. "Toward a Pedagogy of Conventional Expressions in Chinese Culture." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397695945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.

Full text

Abstract:

This project offers methods for English-as-a-foreign-language (EFL) undergraduate students to improve their English skills following a lexical approach to language incorporating the methodology of corpus linguistics research.

APA, Harvard, Vancouver, ISO, and other styles

10

Chai, Donglin. "Toward a Program of Acquiring Culture Themes by Beginning Students of Chinese as a Foreign Language." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343705588.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Siefert, Thomas Raymond. "Translation in Foreign Language Pedagogy: The Rise and Fall of the Grammar Translation Method." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11049.

Full text

Abstract:

Communicative Language Teaching (CLT) is identified as dismissing translation, applying to all "translation" the restricted expression of translation within the discredited Grammar Translation Method (GTM). Recent, negative classifications of the GTM are considered and, this dissertation observes, the concept of the GTM is shown as prone to being mythologized. A summary definition of the GTM is offered. Of the five Prussian language teachers viewed by history as originating the GTM, Joahnn Valentin Meidinger and, to a lesser degree, Heinrich Gottfried Ollendorff are shown offering methods and an approach to translation that are most similar to the definition of the GTM used today. Johann Heinrich Philipp Seidenstücker, Johann Franz Ahn, and Carl Julius Ploetz are found also to stand in the lineage of the GTM, but with important qualifications. The name "Grammar Translation Method" is asserted by this dissertation to originate in the Reform Movement, specifically, Wilhelm Viëtor’s Der Sprachunterricht muß umkehren! (1882) and a lecture of Viëtor’s from 1899. Viëtor is noted characterizing "traditional" methodologies with the terms "Grammatik" and "Übersetzung," beginning with Meidinger’s Practische Französische Grammatik (1783). Translation is found to remain problematic for the Reform Movement. A separate, concurrent movement, resulting in the Direct Method, is seen banishing all use of translation, and arguably lives on in CLT today. The formulation of a novel definition of the translation of texts is attempted. This definition, along with opinions from Translation Studies, is applied to a statement by Viëtor, where translation is particularly problematized, with the goal of mitigating this problematic. The dissertation recommends that CLT similarly use this definition of translation, so as to mitigate its own skepticism towards translation.

APA, Harvard, Vancouver, ISO, and other styles

12

Wang, Ke. "Motivating, Embodying and Flowing: Music in Teaching and Learning of Chinese as a Foreign Language." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593017558228351.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Yao, Kanako. "Effectiveness of Excuses in Japanese Business Context: Accounts as Conflict-Management Strategies." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512081144592171.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Eda, Sanae. "A Synthesis of Memory Theories and Pedagogy: Teaching Pronunciation in Japanese as a Foreign Language." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392137535.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Samuels, Jeffrey D. "Pedagogy and related criteria| The selection of software for computer assisted language learning." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600773.

Full text

Abstract:

Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions.

Keywords: CALL, computer-assisted language learning, user requirements, user satisfaction, pedagogy, andragogy, software selection, instructional technology, language lab, language resource center, IALLT, language learning technology, information technology.

APA, Harvard, Vancouver, ISO, and other styles

16

LEE, SOO YUN. "Dynamic Assessment in Foreign Language Individualized Instruction." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Shepherd, Eric Todd. "A pedagogy of storytelling based on Chinese storytelling traditions." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180552747.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Richardson, Diane Fern, and Diane Fern Richardson. "Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621855.

Full text

Abstract:

One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach to language and literature instruction, that is, one that fosters critical awareness on multiple levels and prepares learners to be globally-connected and engaged citizens (MLA, 2007; Swaffar & Urlaub, 2014). Major contributions for achieving these goals have come from an array of pedagogical approaches that share in common their focus on language as a resource for making socially and symbolically rich meanings that do more than convey facts or express objectives. These include those designated as multiliteracies and genre-based approaches, as well as those that promote intercultural, symbolic and literary competencies as integral to the language learning experience. All of these frameworks acknowledge to some extent the fact that ambiguity-understood here as the multiplicity, indeterminacy, or destabilization of meaning-characterizes language itself and thus also our day-to-day and global communication, as well as the experience and process of FL learning. This dissertation, based on a qualitative classroom-based research study, considers how ambiguity can more be comprehensively integrated into FL learning and in particular into text-oriented teaching practices. The approach taken was a pedagogy that embraces ambiguity by providing learners and educators with strategies for navigating the moments of indeterminacy, uncertainty, and doubt that they will inevitably encounter in and out of the FL classroom. The study, set in an intermediate German language and culture course at a large public university, investigates 1) how to incorporate and assess moments of ambiguity more comprehensively across the curriculum and 2) how learners responded to various encounters with ambiguity, including ambiguity of genre, perspective, and silence. Data analysis revealed that purposeful integration of induced ambiguity can facilitate more comfort with those three dimensions and that it complements the principles of a multiliteracies-based FL pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

19

Yang, Tieh Chung. "Rethinking washback : the interplay of beliefs and contextual factors to mediate pedagogy." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/18370.

Full text

Abstract:

This study addresses issues of English as a foreign language (EFL) practice in the attainment-oriented context at the tertiary level. Referring to the widespread use of testing as an instrument for the enhancement of teaching quality, the study stresses the importance of teachers’ epistemological beliefs and other contextual factors to mediate teacher’s pedagogical decision-making. Four EFL teachers at Air Force colleges in Taiwan were selected to participate in the present research. The EFL teachers’ beliefs were collected by semi-structured interviews, and actual classroom practices were analyzed through a taxonomy of teachers’ questions, a taxonomy of teachers’ corrective feedback and Communicative Orientation Language Teaching (COLT) scheme analysis. The evidence of this case study generated four archetypal patterns of washback based on aligned or oppositional beliefs and its contexts. The study concludes that test designers’ expectations to use a test to innovate the curriculum do not always produce the desired results. Education reform that requires pedagogical changes of practitioners but fails to provide re-attribution training and sufficient resources to effect belief changes will likely yield resistance and pressure. Finally, implications of four archetypes of washback on the teaching of English are presented in order to sustain the successful testing, teaching, and learning.

APA, Harvard, Vancouver, ISO, and other styles

20

Mayer, Anzia Rae. "Conventionalized Expressions and Audience Perception in Chinese Discourse." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555574961326469.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Jia, Junqing. "Toward the Design of Motivating Experiences in a Chinese Language Program: From Beginning to Advanced Levels." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339623140.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Ameer, Sundus. "ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/21053/.

Full text

Abstract:

In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following an assimilative framework (Blackledge, 2005; Blommaert & Verschueren, 1998). This seven months mixed methods study investigates whether the goal of social integration of immigrants can be achieved through the ESOL for citizenship course and the ways in which this course can affect their identity. It also investigates the effects of the government’s policy on classroom pedagogy. The data was collected in Manchester and Lancashire county using semi-structured interviews with eight participants of Pakistani and Indian origin who were studying ESOL for citizenship courses, and questionnaires from seventy-four learners who had already gained nationality. Thirty-two questionnaires were also distributed among ESOL for citizenship teachers to investigate the effects on classroom pedagogy. A thematic analysis was then conducted on the data. The findings showed that the course does not ensure social integration of immigrants as it depends on various social factors: language use, length of stay in the UK, type of neighbourhood, extended family in the UK, and decisions made by the family. The course does not help in changing the identity of the immigrants as the participants still wanted to identify themselves with their native country and only considered British nationality as a status. The political purpose this provision is serving has negatively affected ESOL teachers and their classroom pedagogy. The limitations of this study are that it was unable to observe the migrants getting involved in the community as well as to conduct interviews with the teachers. Future studies with learners of other nationalities can be conducted using ethnographically informed methods. This study refuted the claims made by the UK government related to immigrants’ social integration thus the need is to separate this provision from immigration and to provide support to teachers and learners.

APA, Harvard, Vancouver, ISO, and other styles

23

Liao, Hao-Hsiang. "“Face” as Cultural Performance in Chinese: Cases of Requesting and Declining." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1356732556.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Arakaki, Miki. "Social Networking of International Students in Japanese Communities of Practice:Multiple-Case Study of Students from U.S. Institutions of Higher Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531048255013014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Jia, Junqing. "Motivating Experiences in an Extended Chinese as a Foreign Language Learning Career: Identifying what sustains learners to advanced-skill levels." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500339643646484.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Kou, Yupeng. "L2 Chinese grammar pedagogy: the case of the ba-construction." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6450.

Full text

Abstract:

The Chinese ba-construction is a frequently used, language-specific construction that is difficult for most learners who study Chinese as a second language. The purpose of this study is to test the effectiveness of a Chinese second language pedagogical model on the ba-construction among college-level English-speaking learners of Chinese. For the ba-construction, namely “Subject + ba + ba-NP + ba-VP (Verb + Complement),” the investigator proposed an L2 instructional model that emphasizes both syntactic and semantic relationships between the ba-NP and the ba-VP. Based on this model and on cognitive theories of second language acquisition, the investigator designed a series of grammar instruction sessions that combined meaningful input, communicative tasks and form-focused instruction on four frequently used types of the ba-construction and one less frequently used type. The instruction sessions were administered weekly to the participants for a total of four weeks. Fourteen participants at two proficiency levels, namely novice and intermediate, were recruited for the study. Quantitative data were obtained from a pre-test, a post-test and a delayed post-test in the form of four measurement tasks: Grammaticality Judgement, Cloze, Translation and Contextualized Sentence Production with Keywords. Using a split-plot statistical model (with the time factor crossed and the proficiency level factor non-assignable), non-parametric alternative tests and a semi-structured interview, the investigator addressed the following three research questions: 1) Is the pedagogical model effectively strong in explaining the ba-construction and facilitating L2 learners’ comprehension and production? 2) Are the instruction sessions beneficial to L2 learners’ understanding of different form–meaning mappings of the ba-construction? 3) Do the effects of the pedagogical model and the instruction vary for L2 learners at different proficiency levels? Data analyses revealed a significant main time effect on participants’ overall performance and performance on each measurement task; the main group effect was not significant except for the Cloze task; no interaction effects were found in either the comprehension or production tasks. While participants acquired the ba-constructions in comprehension significantly better than in production, different trends in acquisition patterns were also found between their performances in these two language skills. After receiving instruction, participants performed significantly better in comprehension tasks and could maintain that level of performance in the delayed post-test; their performance on production tasks became better right after the instruction sessions, but deteriorated significantly afterwards. The participants’ improvement on ba-constructions with directional complements (Type 3) and resultative complements (Type 4), as well as the less commonly used type, was significant in general; in comprehension tasks, participants’ improvement on Type 5 was significantly higher than that for the Type 1 ba-constructions expressing relocation/displacement. Data collected from the semi-structured interviews indicated participants’ favorable evaluation and need for integrated L2 instruction that included elements of pedagogical grammar, especially on language-specific constructions. These results point to the importance of L2 grammar instruction in drawing L2 learners’ attention to form and to the association between form and meaning; instruction plays an indispensable role in communicative L2 classes and serves as a necessary reinforcement to the frequent exposure to meaningful L2 input. For Chinese ba-constructions, instruction that focuses on declarative knowledge is beneficial across proficiency levels.

APA, Harvard, Vancouver, ISO, and other styles

27

Tegnered, Axel, and Jonas Rentner. "The Importance of Pronunciation Instruction in the English as a Foreign Language Classroom." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167481.

Full text

Abstract:

The field of pronunciation instruction has long been a neglected area. In recent years, however, researchers have found a renewed interest in the subject. For example, research has been conducted to investigate the views on pronunciation instruction held by teachers and learners. In light of this, the present study seeks to explore the field of research in pronunciation instruction to answer the question of whether pronunciation instruction is important and beneficial for learners of English as a foreign language. The results of the present study show that teachers and learners alike consider pronunciation instruction an integral part of language teaching. Furthermore, the results show that pronunciation affects comprehension and that pronunciation teaching has positive effects on pronunciation development. In the present study, these results are connected to the Swedish school context, where we draw the conclusion that pronunciation should be included in the English language classroom to a greater extent than is the case at the time of writing this thesis.

APA, Harvard, Vancouver, ISO, and other styles

28

Wayne, Rachel Lee. "Teaching Chinese as a Foreign Language Through the Strategic Use of Visualization: Exploring Neuroscience and Autism Spectrum Disorder Research to Guide Change in Chinese Language Education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500298567695386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Zeng, Zhini. "Demonstrating and Evaluating Expertise in Communicating in Chinese as a Foreign Language." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440344638.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Sklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.

Full text

Abstract:

In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.

APA, Harvard, Vancouver, ISO, and other styles

31

Polat, Mustafa. "Emerging Technologies in Language Pedagogy: Language Learners' Perceptions through the Lenses of Innovation Diffusion and User Intention Theories." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612413.

Full text

Abstract:

Recently, it has been admitted by many researchers that students today are "digital natives" who already utilize several different technologies everyday with different purposes. Furthermore, while there is a plethora of research about learners' perceptions in language pedagogy, there is a paucity of information and research that could move beyond generic perception studies especially regarding new technologies. Accordingly, educators are still concerned not only with how to encourage EFL learners to adopt emerging technologies that could be invaluable in their language learning processes, but also with how to keep students interested in what they are learning. Thus, an understanding beyond students' perceptions with a purposive focus on their approach to technology by also exploring factors that have an influence on their adoption of emerging technologies is the key to knowing how to motivate students to integrate new technologies, and how to keep students interested in the learning process. Therefore, the purpose of this study was three-fold: to identify language learners' approaches to technologies; to examine their attitude toward emerging technologies with a focus on their familiarity, actual use, intentions and perceptions; and finally to analyze the factors and relationships among these factors that best predict language learners' intentions and decisions to use emerging technologies. The study specifically aimed to explore the following emerging technologies: (a) social networking, (b) mobile learning, and (c) digital games as major emerging technologies of today with also a focus on other emerging technologies: (a) augmented reality, (b) wearable technologies, (c) virtual assistants, (d) massive online open courses, (e) 3D printing and (f) online language learning platforms. This mixed methods study benefitted from multiple disciplines, and presented several different perspectives to achieve its aim. The data were obtained through a survey, open-ended questions, and semi-structured interviews. The quantitative data were analyzed through descriptive and inferential statistics. In addition, structural equation modeling was utilized and path analysis was employed to draw on two complementary frameworks: innovation diffusion theory (Rogers, 2003), especially its application in technology adopter categories (TACI) (Dugas, 2005), and the decomposed theory of planned behavior (DTPB) (Taylor & Todd, 1995), which was adapted for this research. The qualitative data was analyzed through thematic content analysis, and used to triangulate and affirm what the quantitative data was showing. The findings indicated that technology adopter categories were normally distributed among EFL learners at a public and a private university in Turkey. Although most EFL learners were quite familiar and confident with major emerging technologies, they were not very familiar with minor emerging technologies. As for an awareness of the benefits of all listed emerging technologies, the study revealed that EFL learners' awareness is quite high; however, it was also found that participants' intention to use these emerging technologies and their actual use were very low. Finally, the results showed that the adapted DTPB was useful in explaining much of the variance in the intention to integrate technology into language learning processes by EFL learners, and attitude was the most important predictor and factor of behavioral intention. Given these findings, this research aims to contribute to the literature in innovation diffusion, user adoption and language pedagogy by offering several theoretical, methodological, and pedagogical implications and directions for future research and applications.

APA, Harvard, Vancouver, ISO, and other styles

32

Kraus, Harald A., and n/a. "Creating histories and spaces of meaningful use: toward a framework of foreign language teaching with an emphasis on culture, epistemology and ethical pedagogy." University of Canberra. Eductation & Community Studies, 2003. http://erl.canberra.edu.au./public/adt-AUC20050803.081504.

Full text

Abstract:

This thesis arises out of a critique of the way language is decontextualized and presented from a reductively linguistic viewpoint in foreign language instruction. In particular, it focuses on the weaknesses of the broad approach known as Communicative Language Teaching (CLT) and highlights the disparity between its theoretical assumptions and practical applications. With this in mind, the thesis identifies and explores three foundational premises that should be considered as part of an attempt to design a theoretically coherent framework for foreign language instruction. By applying three sets of principles based on these premises, the thesis goes on to outline such a framework. After providing a background to the study, the first consideration is the nature of cultural and communicative performance. The study turns to sociological concepts regarding cultural organization and production, in order to better conceptualize how 'culture' can be understood in the context of foreign language learning. The second part of this area focuses on meaning and communication in order to undermine current treatments of 'language' in foreign language pedagogy. The second area of interest is that of learning and thus considers a number of theories of how people learn. The focus here is on learning-in-general rather than learning languages specifically. What emerges from this are a number of principles that should be borne in mind when creating conditions favorable to language learning. Finally, one largely overlooked area in foreign language learning and applied linguistics more broadly, is how the field of foreign language pedagogy constructs and legitimizes its practices, as well as suppresses its foundational theoretical assumptions in its activities (including research, methodology and teaching). A chapter is therefore devoted to this issue, and a set of principles is formulated in order to ensure that the design of any instructional framework is honest and ethical. Thus furnished with the triangulation of principles, an attempt is made to outline how a learner-focused, ethical pedagogical framework that stresses culture might look. This thesis is theoretical in nature and relies on arguments and positions from diverse and less commonly considered academic fields in foreign language instruction. Its main theoretical inspiration comes from concepts and claims generally considered 'poststructural' or 'postmodern'. However, there is no exclusive devotion to any particular author or theory. It is hoped that this thesis can make a genuine, if not controversial, contribution to the field of foreign language teaching by initiating a dialogue concerning the (lack of) philosophical and epistemological reflexivity in the field.

APA, Harvard, Vancouver, ISO, and other styles

33

Beaudrie, Sara Mariel. "Spanish Heritage Language Development: A Causal-Comparative Study Exploring the Differential Effects of Heritage Versus Foreign Language Curriculum." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194153.

Full text

Abstract:

Dual tracks - for Foreign (FL) and Heritage languages (HL) - in Spanish language programs are becoming increasingly common in U.S. higher education institutions, although most only offer HL courses for intermediate and/or advanced learners. Few universities have incorporated specialized courses for receptive bilinguals into their programs. Contradictory arguments can be found in the HL education literature regarding the type of curriculum (FL or HL) that would best serve the pedagogical needs of these students (Carreira, 2004; Lipski, 1996; Potowski, 2005).This study attempts to offer insights into this discussion by examining the effects of these two types of curricula on the written and oral language development of three groups of learners: two groups of HL learners enrolled in HL and FL courses, and a group of FL learners taking the same FL courses. The purpose of this study is four-fold: 1) delineate a profile of receptive bilinguals; 2) measure changes in oral and written production and other language-related variables after one semester of instruction; 3) examine the students' level of satisfaction with the language curriculum; and 4) uncover linguistic differences between FL and HL learners. The data collection consisted of series of written and oral-elicitation tasks and online questionnaires at the beginning and end of the semester.The results showed that all groups made significant gains in writing fluency and complexity but only the HL group in the HL course significantly improved their writing accuracy. Both HL groups made greater gains in oral fluency and complexity than the FL group but the HL group in the HL course outperformed both groups in syntactic complexity gains. The HL group in the HL course showed the highest level of satisfaction and the greatest improvement in self-confidence and language attitudes but no differences in language use outside the classroom and self-evaluation of language abilities. The results offer implications for the inclusion of receptive bilinguals in HL programs, their language placement, and pedagogical and curricular practices most suitable for these students in the HL classroom.

APA, Harvard, Vancouver, ISO, and other styles

34

Burström, Julia. "How speaking anxiety affects students in the foreign language classroom : A comparison of English and Spanish learners in Swedish high schools." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79027.

Full text

Abstract:

The study investigated the phenomenon of speaking anxiety in two groups of English learners and two groups of Spanish learners, studying in four different courses: English 5, 6 and Spanish 3, 4. The participants answered a background questionnaire, followed up with a modified foreign language anxiety scale. The students who wanted to also, participated in an interview where they gave more in depth answers about their experience with the phenomenon. The findings showed that students experienced speaking anxiety in relation to their language learning, but at different levels such as low, medium and high-level anxiety groups. In addition to this, possible remedies for speaking anxiety suggested by the participants was also presented in the study.

APA, Harvard, Vancouver, ISO, and other styles

35

Curtin, Karen. "Negotiating politeness in PCA Intermediate Japanese language classes: A microethnographic constructionist exploration of Japanese politeness behaviors." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471865933.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

García, Montes Paloma. "Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/171795.

Full text

Abstract:

[ES] La instrucción de género denominada narrativa personal de no ficción o memorias, junto con el método de enseñanza Harkness en la expresión escrita del español como lengua extranjera, demostrará en el contexto particular de una universidad americana en España y en Estados Unidos un desarrollo superior de esta habilidad y desempeño. A la autora de esta tesis le gustaría contribuir a una tan esperada presencia de la escritura del español como L2 en la literatura de investigación. Este estudio trata de desarrollar en las clases de ELE para estudiantes americanos nuevos métodos que logren despertar el deseo, ya que no existe en este contexto la necesidad, de aprender español. A partir de la experiencia en la enseñanza del español a estudiantes universitarios y de secundaria estadounidenses, por un lado, en Estados Unidos como requisito obligatorio por parte de la universidad para el crédito en lenguas extranjeras y, por otro lado, en programas académicos estadounidenses de inmersión en España (en ambos casos siguiendo los libros y el método impuesto por las universidades) es común que estudiantes y profesores estén insatisfechos. La intención es demostrar que con la pedagogía Harkness y la enseñanza de la expresión escrita a través del género ensayo personal, es posible crear un currículo académico donde se obtienen claras mejoras en el aprendizaje final. Además, crea un ambiente donde los estudiantes están motivados y felices de aprender un segundo idioma. Se podría llevar a cabo la construcción de género y de la pedagogía basada en el género en un primer plano socio-contextual, de manera que permitan a los alumnos de ELE ver el contenido en términos de lenguaje desde el principio, en lugar de tener que integrarlos más tarde. Los programas de estudios universitarios de ELE tienen a su disposición la configuración de su destino, la calidad de su programa y el de los aprendizajes de sus alumnos. El objetivo se habrá logrado si el estudio ha convencido a los lectores de que los programas universitarios de ELE pueden revitalizarse aplicando una orientación humanística, al mismo tiempo, basada en el lenguaje.
[CA] L'orientació cap al gènere denominat non-fiction de la narrativa personal o Memoirs juntament amb el mètode Harkness d'ensenyament en l'expressió escrita d'ELE, en el context particular d'una Universitat Americana a Espanya i als Estats Units, demostrarà un desenvolupament més elevat de aquesta habilitat i del seu rendiment. L'autora d'aquesta tesi desitjaria contribuir a una llargament esperada presència de l'escriptura de l'espanyol com a L2 en la literatura d'investigació. Aquest estudi tracta de desenvolupar en les classes d'ELE per a estudiants americans nous mètodes que aconsegueixin despertar el desig, ja que no existeix en aquest context la necessitat, d'aprendre espanyol. Basat en l'experiència en ensenyar a estudiants universitaris americans espanyol, d'una banda, als Estats Units com a requeriment obligatori per part de la universitat de crèdit en llengües estrangeres i, de l'altra, en programes acadèmics americans d'immersió a Espanya (en els dos casos seguint els llibres i el mètode que imposen les universitats) és comú el desistiment i descontentament per part dels estudiants i professors. La intenció és demostrar que amb el mètode d'ensenyament Harkness juntament amb l'ensenyament de l'expressió escrita a través del gènere de l'assaig personal és possible crear un contingut acadèmic on no només s'obtenen clares millores de l'aprenentatge final, sinó que s'arriba a crear un ambient on els estudiants estan motivats i contents d'aprendre una segona llengua. Es podria dur a terme la construcció de gènere i de la pedagogia basada en el gènere en un primer pla soci-contextual, de manera que permetin als alumnes d'ELE veure el contingut en termes de llenguatge des del principi, en lloc d'haver de integrar-los posteriorment. S'haurà obtingut l'objectiu si l'estudi obté lectors convençuts que es poden revitalitzar programes universitaris d'ELA mitjançant l'aplicació d'una orientació humanista, a el mateix temps, basada en el llenguatge.
[EN] The gender instruction called the non-fiction personal narrative or memoirs, together with the Harkness method of teaching in the written expression of Spanish as a Foreign Language, will demonstrate in the particular context of an American University in Spain and in the US a higher development of this ability and performance. The author of this thesis would like to contribute to a long-awaited Spanish writing presence as L2 in the research literature. This study tries to develop in SFL classes for American universities and students' new methods that manage to awaken the desire since there is no need in this context to learn Spanish. Based on the experience in teaching Spanish to American university and high school students, on the one hand, in the United States as a mandatory requirement by the university for credit in foreign languages and, on the other hand, in American academic programs of immersion in Spain (in both cases following the books and the method imposed by the universities) it is common for students and teachers to be dissatisfied. The intention is to demonstrate that with the Harkness pedagogy and the teaching of written expression through the personal essay genre, it is possible to create an academic curriculum where clear improvements are obtained in the final learning. Besides, it creates an environment where students are motivated and happy to learn a second language. The construction of gender and gender-based instruction could be carried out in a socio-contextual foreground to allow SFL students to see the content in terms of language from the beginning, rather than having to integrate them later. SFL's university study programs have at their disposal shaping their destiny, the quality of their program, and that of their students' learning. The objective will have been achieved if the study has convinced readers that SFL university programs can be revitalized by applying a humanistic, at the same time, language-based orientation.
García Montes, P. (2021). Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/171795
TESIS

APA, Harvard, Vancouver, ISO, and other styles

37

Johansson, Linnéa. "Foreign language anxiety among young Swedish EFL learners : A mixed method study in primary school years 1-3." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-87083.

Full text

Abstract:

This study investigated Swedish primary school EFL learners' foreign language anxiety in years 1-3 by using mixed-method research. The aim of this study was to illustrate what factors caused foreign language anxiety (FLA) and unwillingness to communicate among the second language learners. In this study, a total of 85 pupils and five teachers participated. The study includes Horwitz, Horwitz, and Cope's (1986) foreign language classroom anxiety scale, in a pupil-based questionnaire. The study was also complemented with classroom observations and interviews with the teachers and the pupils. The results showed a tendency for girls experiencing more foreign language anxiety than boys. The study also showed that FLA increased throughout the grades. The pupils' expressed beliefs of FLA were the fear of making mistakes and different factors related to their low self-esteem.

APA, Harvard, Vancouver, ISO, and other styles

38

Santoso, Agus. "Scaffolding an EFL (English as a foreign language) ‘effective writing’ class in a hybrid learning community." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/31811/1/Agus_Santoso%27s_Thesis.pdf.

Full text

Abstract:

This study sought to establish and develop innovative instructional procedures, in which scaffolding can be expanded and applied, in order to enhance learning of English as a Foreign Language (EFL) writing skills in an effective hybrid learning community (a combination of face-to-face and online modes of learning) at the university where the researcher is working. Many educational experts still believe that technology has not been harnessed to its potential to meet the new online characteristics and trends. There is also an urgency to reconsider the pedagogical perspectives involved in the utilisation of online learning systems in general and the social interactions within online courses in particular that have been neglected to date. An action research design, conducted in two cycles within a duration of four months, was utilised throughout this study. It was intended not only to achieve a paradigm shift from transmission-absorption to socio-constructivist teaching/learning methodologies but also to inform practice in these technology-rich environments. Five major findings emerged from the study. First, the scaffolding theory has been extended. Two new scaffolding types (i.e., quasi-transcendental scaffolding and transcendental scafolding), two scaffolding aspects (i.e., receptive and productive) and some scaffolding actions (e.g., providing a stimulus, awareness, reminder, or remedy) for EFL writing skills in an effective hybrid learning community have been identified and elaborated on. Second, the EFL ‘Effective Writing’ students used the scaffolds implemented in a hybrid environment to enhance and enrich their learning of writing of English essays. The online activities, conducted after the F2F sessions most of the time, gave students greater opportunities to both reinforce and expand the knowledge they had acquired in the F2F mode. Third, a variety of teaching techniques, different online tasks and discussion topics utilised in the two modes bolstered the students’ interests and engagement in their knowledge construction of how to compose English-language essays. Fourth, through the scaffolded activities, the students learned how to scaffold themselves and thus became independent learners in their future endeavours of constructing knowledge. Fifth, the scaffolding-to-scaffold activities provided the students with knowledge on how to effectively engage in transcendental scaffolding actions and facilitate the learning of English writing skills by less able peers within the learning community. Thus, the findings of this current study extended earlier understandings of scaffolding in an EFL hybrid learning environment and will contribute to the advancement of future ICT-mediated courses in terms of their scaffolding pedagogical aspects.

APA, Harvard, Vancouver, ISO, and other styles

39

Shelton, Abigail Leigh. "Japanese native perceptions of the facial expressions of American learners of L2 Japanese in specified contexts." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543450226217818.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Stellard, Lisa. "Chinese Idioms (Cheng-yu) for Second-Language Learners: Toward a Pedogogical Approach." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11512.

Full text

Abstract:

x, 56 p.
This thesis considers the importance of cheng-yu (Chinese language-specific, idiomatic lexical-syntactic units) in second-language acquisition at the intermediate and advanced levels and examines current research in order to formulate an instructional approach. Informed by linguistic and pedagogical research on idioms generally, the study aims to apply research relevant to Chinese language idioms specifically. Main topics to be considered include: the importance of cheng-yu in higher-level discourse including the social significance of cheng-yu use; the patterned structure of cheng-yu; idiom teaching methods and a review of idiom content and presentation in commonly-used Chinese language textbooks; and the significance of corpus data in cheng-yu instruction. Results confirm the importance of cheng-yu in discourse and recommend practicable, research-based classroom strategies. Finally, a sample lesson is provided which encourages the use of corpus data and utilizes research findings on the structure of cheng-yu and on teaching practices thought to foster acquisition.
Committee in charge: Dr. Zhuo Jing-Schmidt, Chairperson; Dr. Yugen Wang, Member

APA, Harvard, Vancouver, ISO, and other styles

41

Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

Full text

Abstract:

This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.

APA, Harvard, Vancouver, ISO, and other styles

42

Kuadnok, Kuanhathai. "Pedagogies and power relations in Thai English foreign language writing classrooms : a critical ethnography." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106915/1/Kuanhathai_Kuadnok_Thesis.pdf.

Full text

Abstract:

Using critical applied linguistics, and drawing on the concept of power as theorised by Foucault, this study examines issues of power and pedagogical practices that influenced the teaching of writing to Thai English Foreign Language (EFL) primary students. Carspecken’s critical ethnographic approach was adopted to gather data. The research yielded findings concerning power relations that operated in the enactment of EFL pedagogies for teaching writing in Thai schools. The research has theoretical significance for understanding EFL writing education in Thailand in the context of the international spread of English in the twenty-first century.

APA, Harvard, Vancouver, ISO, and other styles

43

Cornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Lewis, Michelle E. "What Personal, Professional, and Contextual Characteristics of Ohio Elementary Principals Influence Their View of FLES (Foreign Language in Elementary School) Programming?" Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476794654425785.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Qin, Xizhen. "Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Santos, Katia Costa dos. "Construção multicultural: reflexões sobre políticas alternativas para o ensino de língua estrangeira." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-28042003-160345/.

Full text

Abstract:

Esta pesquisa argumentativo-narrativa propõe-se a investigar a construção do multiculturalismo como conceito no Brasil, especialmente no contexto das propostas de diversidade, como tema contido nas propostas de currículo nacional (Parâmetros Curriculares Nacionais), no contexto do ensino de Língua Estrangeira. O ensino de línguas no Brasil é permeado por uma pedagogia tecnicista, em que o conceito de diversidade é vinculado à multiplicidade de experiências culturais, dissociado do conflito cultural, garantidor de tolerância e consenso. A Pedagogia Crítica, ao propor uma abordagem dialética de cultura, como fenômeno social em processo, e a educação/o currículo como uma forma de política cultural, possibilita uma crítica do currículo, da escola, e das propostas educacionais brasileiras, e reconhece tais espaços como interceptados por interesses particulares, posições macropolíticas específicas e narrativas mestras identificadas com um discurso neoliberal, que formatam nossas subjetividades e as práticas culturais que nos governam. Esta pesquisa, defendendo uma abordagem multicultural crítica, investiga um conceito de diversidade que reconheça o poder da diferença, que questione e desafie as estruturas de poder dominantes, que mascaram a desigualdade. Em especial esta pesquisa examina propostas alternativas de hibridização cultural no currículo, sob a perspectiva de uma pedagogia reflexiva, crítica e transformadora.
This argumentative-narrative research investigates the multicultural construction in Brazil, especially the diversity proposal contained in the Parâmetros Curiculares Nacionais, in the context of Foreign Language teaching. Language teaching in Brazil is also permeated by a technicist pedagogy, in which the concept of diversity is connected to the multiplicity of cultural experiences, dissociated of the cultural conflict that guarantees tolerance and consensus. The Critical Pedagogy, when proposing a dialectic approach of culture, as a social phenomenon in process, and considering education/curriculum as a form of cultural politics, enables a criticism of the curriculum, of school, and of the Brazilian educational proposals that recognizes such spaces as intercepted. They are intercepted by particular interests, specific macropolitical positions, master narratives identified with a neoliberal discourse, which format our subjectivities and the cultural practices that guide us. This research, in defending a critical multicultural approach, investigates a diversity conception that recognizes the power of difference, which interrogate and challenge the domain structures and power relations that disguise inequality. Especially, this research examines alternative proposals of cultural hibridity in the curriculum, from the perspective of a reflexive, critical and transformative pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

47

Graff, Carine. "The Impact of Translation Strategies on Second Language Writing." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532607114900787.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Greenberg, Talia. "The Complicated Relationship Between Music and Foreign Language Learning: Nuanced Conditions Required for Cognitive Benefits Due to Music." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1438129548.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Condon, Nora. "Investigating a cognitive linguistic approach to the learning of english phrasal verbs." Université catholique de Louvain, 2008. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-08222008-102049/.

Full text

Abstract:

This dissertation investigates an area of notorious difficulty for learners of English as a Foreign Language (EFL) within the framework of Cognitive Linguistics. Research from previous studies has indicated that phrasal verb learning may be more effective if a Cognitive Linguistic approach is adopted. However, the quantitative and qualitative research in this dissertation demonstrates that the approach, once integrated into a regular, classroom-based EFL programme, does not consistently yield significant learning gains. Further qualitative investigations highlighted the fact that the benefits of the approach have less to do with the Cognitive Linguistic explanations than with their compatibility with other learning strategies, such as employing imagery and grouping information. In addition, the approach is most suited to phrasal verbs that are already partially familiar to students. However, for other phrasal verbs the Cognitive Linguistic approach may even impede learning. In addition, the implications for phrasal verb pedagogy are then presented and discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Nichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Foreign language pedagogy'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles