Dissertations / Theses on the topic 'Foreign language pedagogy'
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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 textDashwood, 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 textDashwood, Ann. "Third Turn as a Teachable Moment in Foreign Language Pedagogy." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366529.
Full textThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Sellards, Regula. "Pedagogy and Successful Practices in Dual Language Programs." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689317.
Full textThe 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.
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 textLi, 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 textMeng, 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 textYang, 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 textHadjioannou, 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 textChai, 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 textSiefert, 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 textWang, 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 textYao, 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 textEda, 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 textSamuels, 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 textComputer-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.
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 textShepherd, 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 textRichardson, 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 textYang, 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 textMayer, 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 textJia, 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 textAmeer, 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 textLiao, 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 textArakaki, 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 textJia, 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 textKou, Yupeng. "L2 Chinese grammar pedagogy: the case of the ba-construction." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6450.
Full textTegnered, 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 textWayne, 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 textZeng, 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 textSklar, 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 textIn 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.
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 textKraus, 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 textBeaudrie, 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 textBurström, 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 textCurtin, 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 textGarcía, 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[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
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 textSantoso, 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 textShelton, 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 textStellard, 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 textThis 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
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 textKuadnok, 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 textCornelius, 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 textLewis, 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 textQin, 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 textSantos, 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 textThis 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.
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 textGreenberg, 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 textCondon, 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 textNichols, 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.
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