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Dissertations / Theses on the topic 'Foreign language teaching'
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Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
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Master of ArtsDepartment of Modern Languages
Mary T. Copple
This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded. The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length. Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).
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Marogna, Veronica <1988>. "Dyslexia and Foreign Language Teaching." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2346.
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The study investigates the use of teaching accommodations towards pupils with dyslexia. The aim of the study is to verify whether there are accommodations in teaching, testing and assessment practice that ease foreing language learning for dyslexics. Secondly, whether foreign language teachers use these accommodations in their classroom. Partipiants of the study were asked to fill in an online questionnaire.
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Sartor, Valentina <1983>. "Early foreign language teaching: the role of preschool foreign language teachers." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8382.
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Effective foreign language teaching to very young children have been described in literature by means of a wide range of characteristics that refer both to teachers’ professional competences as to their personal abilities.
The aim of this study is to focus on the role and competences of the foreign language teacher in preschools. Starting from the analysis of first and second language acquisition, the focus will then turn to foreign language learning and teaching. Children and their natural attitude to communicate and acquire languages will be assessed and neurological findings reported. Then the role of foreign language teachers and the factors they should consider in order to teach in an efficient way will be discussed.
It is a common thought that teaching a foreign language to young children might be easy and enjoyable because children acquire it spontaneously and for fun. What will be investigated is parents’ expectations and if there are some preconceptions that could influence their enthusiasm in wanting their children to join English Classes. The collected data from a formulated questionnaire completed by parents, has given the opportunity to understand that the role of the foreign language teacher is not completely clear and even undervalued when regarding certain aspects.
What needs to be stressed is that teachers, parents and institutions should be aware of what foreign language teaching in kindergarten consists of. Teaching a foreign language in kindergarten is a specific professional discipline that requires not only proficiency in the target language, but also specific training as far as language acquisition and foreign language learning theories, pedagogy assumptions and classroom management techniques are concerned.
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Чернець, М. О. "Key issues in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10607.
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Чернець, М. О. "Computer use in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12989.
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Burlaka, Iryna. "Intercultural approach in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13000.
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Кузнецова, Г. С. "Information technology in foreign language teaching." Thesis, ХДУХТ, 2017. http://openarchive.nure.ua/handle/document/7781.
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Pозглянуто теоретичні питання щодо використання інформаційних технологій у викладанні іноземної мови, визначено основні інформаційні ресурси та засоби, з’ясовано їхню важливість та актуальність.
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Facchin, Andrea <1986>. "Teaching Arabic as a foreign language." Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10303.
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La presente ricerca si colloca nel campo della didattica dell’arabo come lingua straniera (TAFL) ed intende passare in rassegna le tappe fondamentali di tale materia dall’inizio degli anni Sessanta ai giorni nostri nel mondo arabo e nello specifico in tre paesi: Tunisia, Egitto, Arabia Saudita.
Nella ricerca presta particolare attenzione alla produzione TAFL in materia di sistemi di qualificazione linguistica quali scale di livello, esami di piazzamento, test in generale.
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Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.
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Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.TEMP Afganistan
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Berlin, Andreas, and Kajsa Hammarström. "First Language Use in Second and Foreign Language Teaching." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125620.
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The Swedish curriculum for the subject English in upper secondary school clearly states the English should be used“as far as possible” in the classroom. However, the possible amount of first language usage is never mentioned. Thisfact piqued our interest for investigating how much, if any, first language use is beneficial for learning a newlanguage. For this reason, we decided to pose our research questions as follows: What are the different views on theusage of the L1 in an L2 and foreign-language classroom according to the teachers and learners? What has been saidabout only target language usage from a historical and a contemporary perspective? Does the use of the L1 in asecond-language/foreign-language classroom have a positive or negative effect on the learners’ language learning?To answer these questions, we have read and analysed sixteen empirical studies. Firstly, the research shows that bothlearners and teachers prefer to use the second language/target language as much as possible. However, they alsorecognise the benefits that the first language can have. The second question we have answered using both empiricalstudies as well as theorists from second language acquisition research and sociocultural theory. Our literaturedescribes a shift in language learning and teaching, from the bilingual grammar-translation method towards a moremonolingual classroom where the first language has no place. However, the empirical studies signal a new shift insecond-language/foreign-language education, reverting back to a more bilingual approach. Finally, all studies agreethat the first language has a complementary role in the language classroom, and if used properly, it can have apositive effect on language acquisition. Through our results we argue that the first language can increase the learners’motivation, move the tasks along and create a non-threatening environment where learners can feel safe to use thetarget language. Although the first language can benefit second language learning, learners and teachers must beaware of the danger of extensive usage, as it should remain a supplement to the target language.
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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Ренська, І. І. "Mind mapping technology in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10602.
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Poliakova, T., and P. Vasylenko. "Interaction of language, human being and culture when teaching foreign languages." Thesis, Харківський національний технічний університет сільського господарства ім. Петра Василенка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/37066.
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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.
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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.
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Artar, Pinar. "The Role of Translation in Foreign-Language Teaching." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/461885.
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La traducció, un mitjà bàsic de comunicació, ha estat desfavorida i fins i tot ignorada en l’ensenyament de les llengües estrangeres. Aquesta recerca explora fins a quin punt les persones que participen a l’ensenyament de llengües estrangeres a Turquia utilitzen la traducció a classe, què pensen de la traducció, i si les activitats de traducció milloren les habilitats lingüístiques dels estudiants.
S’utilitza un qüestionari per identificar les creences inicials sobre la traducció que tenen 30 estudiants i 32 professors en formació, i una enquesta virtual per determinar les creences inicials de 224 professors turcs. Els resultats del qüestionari indiquen que els estudiants i els professors en formació acceptarien relativament bé l’ús de la traducció, mentre que els professors tendeixen a evitar-la a classe.
Un grup experimental de 16 estudiants participa en activitats de traducció durant 8 setmanes, mentre que un grup de control de 14 estudiants realitza activitats només en anglès. Al final d’aquest període es torna a administrar el qüestionari. Els resultats indiquen que no ha hagut canvis significatius en les creences dels estudiants.
A més de les creences, l’èxit dels estudiants també es considera indicador important de l’impacte de les activitats amb traducció. Es comparen les notes pre-prova i post-prova dels estudiants per descobrir si hi ha hagut alguna millora en les habilitats d’escriptura i orals en anglès. La comparació indica una millora significativa en les notes d’escriptura dels estudiants, mentre que les activitats de traducció semblen no haver millorat significativament les notes de parla.
Tenint en compte aquests resultats, es pot concloure que les activitats de traducció no s’han d’evitar quan s’ensenya o s’aprèn un idioma estranger en aquestes condicions, ja que és probable que els estudiants es beneficiïn d’ella, sobretot respecte a les seves habilitats d’escriptura.La traducción, un medio básico de comunicación, ha sido desfavorecida e incluso ignorada en la enseñanza de lenguas extranjeras. Esta investigación explora hasta qué punto las personas que participan en la enseñanza de lenguas extranjeras en Turquía utilizan la traducción en clase, qué piensan acerca de la traducción y si las actividades de traducción mejoran las habilidades lingüísticas de los estudiantes. Se utiliza un cuestionario para identificar las creencias iniciales de 30 estudiantes y 32 profesores en formación en una escala Likert de cinco puntos, mientras que una encuesta en línea determina las creencias iniciales de 224 profesores turcos. Los resultados de esta administración inicial del cuestionario indican que los estudiantes y los profesores en formación están relativamente bien dispuestos al uso de la traducción, mientras que los profesores tienden a evitarla en clase. A continuación, un grupo experimental de 16 estudiantes participó en actividades de traducción durante ocho semanas, mientras que un grupo control de 14 estudiantes realizó actividades sólo en inglés. Al final de este período se volvió a administrar el inventario de creencias. Los resultados indican que no ha habido cambios significativos en las creencias de los estudiantes. Además de las creencias, el éxito de los estudiantes también fue considerado como indicador importante del impacto de las actividades con traducción. Las notas pre-prueba y post-prueba de los estudiantes fueron analizadas para averiguar si había alguna mejora en las destrezas escritas y orales en inglés. La comparación indica una mejora significativa en las notas de destreza escrita de los estudiantes, mientras que las actividades de traducción parecen no haber mejorado significativamente las notas de destrezas orales. Teniendo en cuenta estos resultados, se puede concluir que la traducción no debe evitarse cuando se enseña o se aprende un idioma extranjero en estas condiciones, ya que es probable que los estudiantes se beneficien de ella con respecto a sus destrezas de escritura.
Translation, a basic means of communication, has been disfavored and even ignored in the teaching of foreign languages. This research explores the extent to which people involved in foreign-language teaching in Turkey use translation in class, what they think about translation, and whether translation activities improve students’ language skills. A 33-item beliefs inventory was used to identify the initial beliefs of 30 learners and 32 student-teachers on a five-point Likert scale, while an online survey was used determine the initial beliefs of 224 teachers. The results obtained from this initial administration of the belief inventory indicate that learners and student-teachers are relatively well disposed to the use of translation, whereas teachers tend to avoid it in their teaching. An experiment group of 16 learners was involved in translation activities for eight weeks, while a control group of 14 learners did English-only activities. At the end of this period the beliefs inventory questionnaire was administered again. The results indicated no significant change in the beliefs of the learners. In addition to their beliefs, the success of learners was also considered as an important indicator. Thus, the pre-test and post-test scores of the learners were analyzed to find out whether there was any change in their success at writing and speaking in English. The comparison shows that there is a significant improvement in the writing performances of the learners, whereas the translation activities seem to have not improved their speaking performance significantly. Given these results, it can be concluded that translation need not be avoided while teaching or learning a foreign language under these conditions, as learners are likely to benefit from it with respect to their writing skills.
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Ayvazyan, Nune. "Communicative translation in foreign-language teaching and learning." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/462921.
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La traducció ha estat considerada com una eina comunicativa d'ensenyament i aprenentatge de llengües estrangeres des de finals dels anys seixanta, encara que es necessita més investigació empírica per provar la seva efectivitat. Aquesta investigació, que defineix la “comunicativitat” com participació activa a classe, analitza com els índexs de participació dels estudiants (quantificats com a interacció iniciada pel professor o iniciada per l'estudiant) canvien a classe quan es fan servir les activitats de traducció en comparació amb les classes només en anglès. L'experiment es va dur a terme amb 61 estudiants d'una assignatura de gramàtica anglesa que estaven cursant el segon any del Grau en anglès a la Universitat Rovira i Virgili. Els estudiants van ser assignats a un dels dos grups per a les sessions de pràctica, vuit de les quals van ser gravades en vídeo. La metodologia consistia a alternar les classes amb les activitats de traducció i només en anglès en els dos grups de pràctica, amb l'objectiu que tots els estudiants se sotmetessin al mateix tractament. Els tipus d'exercicis utilitzats en la classe van ser la gramàtica comparativa i la interpretació d'enllaç. A més, es van distribuir qüestionaris previs i posteriors a l'experiment per esbrinar quines creences tenien els estudiants sobre la traducció en l'aprenentatge de les llengües estrangeres, que després es van complementar amb entrevistes dels participants clau. Els resultats mostren que en termes d'interacció iniciada pel professor, no va haver diferència entre les classes realitzades amb activitats de traducció i les classes en anglès. No obstant això, la interacció iniciada per l'estudiant va ser major en les classes amb traducció. A més, hi va haver més interacció iniciada pels estudiants durant les activitats de gramàtica comparada que durant les activitats d'interpretació d'enllaç. Les creences dels estudiants sobre la traducció en una classe de llengua estrangera van ser generalment positives al principi i no havien canviat al final de l'experiment. Els resultats mostren que la traducció pot ser tan comunicativa (o en alguns casos fins i tot més comunicativa) que les classes només en anglès, si quantifiquem la "comunicativitat" en termes de la quantitat de participació a classe.La traducción ha sido considerada como una herramienta comunicativa de enseñanza y aprendizaje de lenguas extranjeras desde finales de los años sesenta, aunque se necesita más investigación empírica para probar su efectividad. Esta investigación, que define la “comunicatividad” como participación activa en clase, analiza cómo los índices de participación de los estudiantes (cuantificados como interacción iniciada por el profesor o iniciada por el estudiante) cambian en clase cuando se usan las actividades de traducción en comparación con las clases solamente en inglés. El experimento se llevó a cabo con 61 estudiantes de una asignatura de gramática inglesa en el segundo año del Grado en Inglés en la Universitat Rovira i Virgili. Los estudiantes fueron asignados a uno de los dos grupos para las sesiones de práctica, ocho de las cuales fueron grabadas en vídeo. La metodología consistía en alternar las clases con las actividades de traducción y solamente en inglés en ambos grupos de práctica, con el objetivo de que todos los estudiantes se sometieran al mismo tratamiento. Los ejercicios utilizados en la clase fueron la gramática comparativa y la interpretación de enlace. Además, se distribuyeron cuestionarios previos y posteriores al experimento para averiguar qué creencias tenían los estudiantes acerca de la traducción en el aprendizaje de las lenguas extranjeras, que después se complementaron con entrevistas de los participantes clave. Los resultados muestran que en términos de interacción iniciada por el profesor, no hubo diferencia entre las clases realizadas con actividades de traducción y las clases en inglés. Sin embargo, la interacción iniciada por el estudiante fue mayor en las clases con traducción. Además, hubo más interacción iniciada por los estudiantes durante las actividades de gramática comparada que durante las actividades de interpretación de enlace. Las creencias de los estudiantes acerca de la traducción en una clase de lengua extranjera fueron generalmente positivas al principio y no habían cambiado al final del experimento. Los resultados muestran que la traducción puede ser tan comunicativa (o en algunos casos incluso más comunicativa) que las clases solamente en inglés, si cuantificamos la “comunicatividad” en términos de la cantidad de participación en clase.
Translation has been regarded as a communicative foreign-language teaching and learning tool since the late 1960s, although more empirical research is needed to test its effectiveness. Defining “communicativeness” as active participation in class, this research looks at how student participation rates (quantified as teacher-initiated or student-initiated interaction) change when translation activities are used in class, as compared to classes in English only. The experiment was carried out with 61 officially enrolled second-year students of English at the Universitat Rovira i Virgili who were taking a grammar course. The students were placed into two groups for their practice sessions, eight of which were video-recorded. The methodology was to alternate classes with translation activities and in English-only in both practice groups, so that all the students would undergo the same treatment. The types of exercises used in class were comparative grammar and liaison interpreting. Also, pre- and post-experiment questionnaires were distributed to find out what beliefs the students held about translation in foreign-language learning, which were then complemented by interviews from key participants. The findings show that in terms of teacher-initiated interaction, there was no difference between classes carried out with translation activities as compared to classes in English only. However, student-initiated interaction was higher in the classes with translation. Also, there was more student-initiated interaction during the activities involving comparative grammar than during the activities involving liaison interpreting. Students’ beliefs about translation in a foreign-language class were generally positive at the beginning and had not changed by the end of the experiment. The findings show that translation can be as communicative (or in certain cases even more communicative) than classes in English only, if we quantify “communicativeness” in terms of the amount of participation in class.
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Zotou, Vasiliki. "Effective foreign language teaching : a Greek case study." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239863.
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Моторна, Ю. С. "Modern tendencies and innovations in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10579.
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Burlaka, Iryna. "Discussion as an effective foreign language teaching method." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13039.
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Mohamed, Nermin Nashaat Fahmy. "Semantic sequencing in foreign language vocabulary learning : implications for language teaching." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/4ef383ff-dfd2-4880-abd9-3cc3d2c9c011.
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Zhang, Ning. "Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.
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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, Viktoriia Semenivna Kurochkina, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Team teaching." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77015.
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Nowadays, when students have access to any information via the Internet, ‘live’
communication in the classroom, the opportunity to observe the other people’s
behavior and emotions, to perform in public are those invaluable resources that attract
students with their content and emotional coloring.
We have decided to highlight the issue of team teaching as we have our own
teaching experience together with the Peace Corps volunteer who came to Sumy State
University to work on the project “Teaching English as a Foreign Language”. The
experiment lasted for two years. In the course of our collaboration we were able to
observe the progress in students’ knowledge, increase in their linguistic competence,
motivation and interest. Many students started attending weekly meetings of the
English Club in order to improve their spoken English, broaden their worldview
through intercultural communication and enrich vocabulary.
Now, when after a two-year stay at Foreign Languages Department our volunteer
has gone home, we want not to forget the acquired experience, to save and share the
achievements obtained over that period of time.
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Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Innovative technologies in teaching foreign languages." Thesis, Видавничий дім "Ельдорадо", 2015. http://essuir.sumdu.edu.ua/handle/123456789/60353.
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As far as the process of globalization is not only the economic phenomenon, it has also cultural and technological aspects and these changes have placed language learning as one of the primary objectives of educational institutions, the conclusion can be made, that with its advantages and disadvantages, the Internet has significant effects on communicating, teaching and learning.Оскільки процес глобалізації має не тільки економічні, але й культурні і технологічні аспекти, зміни, що відбуваються у суспільстві, зробили вивченні мов однією з пріоритетних цілей для освітніх закладів. В цьому контексті слід зауважити, що мережа Інтернет, з її недоліками і перевагами, має істотний вплив на процес спілкування,а отже і викладання і вивчення мов.
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Soubeyran, Mathilde. "The European Dimension in foreign language teaching in France : Foreign languages in elementary school and European programmes." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393419.
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Burlaka, I. "Task-based language teaching as a trend in foreign language learning approaches." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10505.
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Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
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Bilgin, Zikri. "Long-term Potentiation In Teaching Vocabulary In Foreign Language." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611684/index.pdf.
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This thesis mainly intends to study and reach some conclusions related to major challenges concerning vocabulary teaching or learning, how vocabulary teaching can be improved, findings obtained from the studies in order to reach that purpose and to what extend the suggested alternative vocabulary techniques are effective. It is also aimed to outline the basic insights of the mind, storage, and retrieval from the literature involving linguistics and language teaching. Based on above mentioned background knowledge, it is also intended to derive some significant conclusions to improve the effectiveness and thus the quality of vocabulary teaching in language instruction. In accordance with the principles of the human memory, how we can alter current vocabulary instruction techniques and activities and what scholars offer language teachers and learners are dealt with in detail. So as to validate and prove the efficiency of suggested techniques and activities, a case study is carried out and findings are discussed at large. Additionally, interviews about vocabulary teaching have been carried out with the involved students and instructors and the obtained data has been evaluated. In the final part of the research, some implications and suggestion related to vocabulary teaching are provided along with the underlying rationale behind them aiming to increase the quality of teaching of lexical items and as a result to increase overall quality of language instruction.
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Meinhof, U. H. "Culture, discourse and foreign language teaching : A sociosemiotic perspective." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379349.
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Turkan, Sultan. "Content Representations in Teaching English as a Foreign Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.
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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.
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Bittencourt, Cristine Arins. "Teaching brazilian students how to read a foreign language." reponame:Repositório Institucional da UFSC, 1989. https://repositorio.ufsc.br/xmlui/handle/123456789/157567.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T16:14:14Z (GMT). No. of bitstreams: 1 79331.pdf: 4129330 bytes, checksum: 58669a8c82583421f1f12928fa61e470 (MD5) Previous issue date: 1989
O estudo investiga com base no modelo interativo da leitura, a possibilidade de ensinar alunos brasileiros, adolescentes, principiantes no estudo de uma língua estrangeira a ler com compreensão textos simples, mas autênticos, em inglês, mesmo sem ter um bom conhecimento desta língua. Os sujeitos envolvidos foram 151 alunos da sétima série de cinco escolas municipais de Florianópolis. Os materiais de leitura preparados para o projeto foram aplicados por 5 professores (incluindo a pesquisadora). Os alunos foram pré-testados, e durante o ano letivo, submetidos a três testes de unidade, avaliados subjetivamente pelos professores por sua participação em classe e por fim pós-testados. Os resultados obtidos permitem concluir que é possível ensinar a adolescentes sem conhecimento da língua inglesa, a ler com compreensão textos complemetares em inglês, uma vez que os alunos melhoram significamente do pré para o pós-teste e obtiveram aproveitamento superior a 70 % nos testes de unidade. Houve também uma correlação significativa entre os resultados entre si, bem como dos testes e da avaliação subjetiva feita pelos professores. Finalmente, os materiais preparados para o estudo mostraram-se adequados, pois os objetivos estabelecidos para a pesquisa foram satisfatoriamente atingidos.
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Culpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.
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There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.
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Mak, Ting-fung Martin, and 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.
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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected through systematic and methodical research methods. At the end of the research, two theoretical frameworks to evaluate TBLT design and how far it can motivate students are constructed in this project.published_or_final_version
Education
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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, and Viktoriia Semenivna Kurochkina. "Innovative methods of teaching a foreign language in non-language higher education institution." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65167.
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Studies have shown that today teaching foreign languages is impossible without an innovative component. In the light of contemporary requirements to the goals of foreign language instruction, the scheme “teacher-student” has shifted towards innovative technologies. Teachers are intended to prepare in a short time specialists with a good command of a foreign language. To achieve the assigned task, i.e. to teach students within a limited period of time to talk, understand, extract comprehensive information from the original sources, is possible by incorporating traditional and innovative methods of instruction based on the principles of communicative interaction.
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Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.
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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.
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Gesser, Audrei. "Teaching and learning brazilian sign language as a foreign language :: a microethnographic description /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/80603.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-18T16:41:47Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T03:47:28Z : No. of bitstreams: 1 143145.pdf: 3600478 bytes, checksum: 773010178cb58f7a00e441fb7931e127 (MD5)
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Berg, Kristofer K. "A comprehensive study of the teaching of foreign language at the elementary school level." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bergk.pdf.
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CARVALHO, MONICA TORREAO. "5 CS AND 1 CONTEXT: AN EXPERIENCE IN TEACHING PORTUGUESE AS FOREIGN LANGUAGE ACCORDING TO USA STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGE - SFLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7086@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEsta dissertação tem por objetivo analisar, a partir dos conceitos de contexto e identidade nacional, os parâmetros norte- americanos para aprendizagem de língua estrangeira - Standards for Foreign Language Learning - conhecido como os 5 Cs do ensino de línguas estrangeiras, documento elaborado pelas principais associações e conselhos de ensino de LE dos Estados Unidos da América, . Esta análise tem como eixo orientador o relato de uma experiência de ensino de português, por um ano letivo, em Boston College, com o qual busca-se perceber as implicações das propostas do documento para o desenvolvimento de um programa de ensino de português como língua estrangeira - PLE.
This dissertation aims to analyze through the concepts of context and cultural identity the Standards for Foreign Language Learning, a document elaborated for the development of national content standards for foreign language education in the United States of America, as a collaborative project of ACTFL and eight others important foreign language associations. The analysis is oriented by the description of a two semester experience of teaching Portuguese as foreign language at Boston College. Such description intends to point out the implications of the document for the development of a Portuguese as foreign language curriculum.
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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.
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Postica, Adina M. "Changing Focus: From Second / Foreign Language Teaching to Communication Learning." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147275010.
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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.
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Batters, J. D. "Pupil and teacher perceptions of foreign language learning and teaching." Thesis, University of Bath, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383677.
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Zhdanova, Tetiana. "Methods of Teaching a Foreign Language in a High School." Thesis, ХНМУ, 2016. http://repo.knmu.edu.ua/handle/123456789/13706.
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Pedagogical skills of teachers require not only knowledge of their subject, but also ability to apply methods and techniques of teaching. Methods of teaching foreign languages are associated with the level of development of society, science, technology and culture.
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Талько, І. Ю. "Innovative methods of foreign language training of specialists in teaching." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10604.
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Ткаленко, А. М. "Case method as a pedagogical tool in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13025.
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Gudkova, N. "Gamification in the context of special purpose foreign language teaching." Thesis, Національний авіаційний університет, 2020. https://er.knutd.edu.ua/handle/123456789/15161.
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Teachers of foreign languages equated successful learning of a language with memorizing texts, focused on studying books. Today many educators are proponents of exciting interactive activities. With the rapid development of the Internet, the possibilities of using computer technology for teaching and learning a foreign language appeared. In classes equipped with Internet technologies, students have access to numerous information. The Internet technologies contribute to the study, comparison, contrasting and development of knowledge of the language and culture being studied. Online communications open up many places where students can practice using the language they are learning. Training that focuses on digital technologies provides an opportunity to captivate students, increase their motivation for independent language learning, overcome the language barrier and reduce anxiety, and helps to develop a positive attitude of students to learning a foreign language, characterized by the systematic nature of academic work, satisfaction with studies, and high marks of their future professional activities.
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Mather, Aksana P. "Best Teaching Practices for Engaging Adult Students' Foreign Language Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7407.
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Government initiatives for strengthening the safety of the United States led to increased requirements for military linguists' knowledge of foreign languages. This study explored the development of professional training for instructors at a military language school to address the gap in teaching services. The purpose of this single case study was to explore best teaching practices for engaging adult students' foreign language learning following andragogical principles. Knowles's theory of andragogy provided the conceptual framework. Data were collected using anonymous responses to an online survey from 26 instructors who answered 3 open-ended questions. Data were analyzed by coding answers to the research question and indicated that approximately one third of participants preferred language-centered practices for engaging their students' foreign language learning. Another third of the respondents noted learner-centered approaches, and the remainder listed both language- and learner-centered approaches among best teaching practices. The proposed curriculum might facilitate discussion about the benefits of each approach to promote teaching and learning at the site. Participating in suggested training that is grounded in the theory of andragogy and local data may bring about positive change by advancing instructors' expertise, improving educational services, and resulting in increased students' proficiency.
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Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.
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This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first language (Ll) translation silently while writing it down4. Verbal-written repetition (VWR): repeating the foreign word with its first language (L1) translation out loud while writing it downThe following hypotheses were investigated in this study:1. For Saudi EFL college learners rote repetition (RR) is an effective learning strategy in vocabulary learning for both short and long term retention.2. In terms of their impact on short-and-long-term retention, the four RR strategies investigated in this study are predicted to be ranked as follows: VWR > SWR > VR > SR.Four treatment groups with a total of one hundred and thirty three freshmen Saudi students majoring in English language and translation participated in this study. Each group was introduced to one of the above repetition strategies, trained to use the strategy, and instructed to carry out a vocabulary learning task using the specified strategy. The learning task was a memorization task of new English words with their Arabic equivalent translations. An iaanediate recall test (IRT) was administered right after the learning task was carried out followed by a one-week delayed recall test (DRT).The results obtained from participants' scores on both recall tests indicate that rote repetition strategies are effective strategies for Saudi EFL college students and help them in increasing their retention scores. The results also indicate that the SWR and VWR are more effective memorization strategies than VR and SR. The former strategies yielded better retention not only on the IRT but also on the DRT.College of ArchitectureDepartment of English
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Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.
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Karlberg, Mimmi, and Jonathan Eriksson. "Teacher Experiences and Attitudes Towards First Language Use in Foreign or Second Language Teaching :." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39861.
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This paper examines empirical studies regarding teachers’ and teacher-trainees’ perceptions toward the use of first language (L1) when teaching a second or foreign language. The presence of the students’ first language when teaching a foreign or second language has been a disputed topic in relation to different theoretical approaches. The aim of this study is to gain knowledge about this issue by answering the research question “What are teachers’ and teacher-trainees’ experiences and attitudes regarding L1 when teaching in the second or foreign language classroom?” The method used has been to review empirical studies from several different countries from the databases ERIC (Education Resource Education Center) and ERC (Education Research Complete). The overall results reveal that the majority of the participants had positive attitudes toward the use of L1. Additionally, there was an agreement about the need for some level of exposure to the target language (TL). Furthermore, it was shown that teachers saw the first language as something unavoidable and that it should not be seen as a hindrance when it comes to learning another language. However, there are some differences with regard to when it is appropriate to use the students’ L1. Our results agree with the field of research in general and is a small contribution to the discussion of how teachers’ beliefs may have an impact on their pedagogical decisions.