Dissertations / Theses on the topic 'Intermediate Russian language classroom'
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Lowther, Pereira Kelly Anne. "Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193890.
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This dissertation examines the negotiation of language ideologies and identity construction amongst university intermediate level Spanish Heritage Language (SHL) learners in the U.S. Southwest. Combining sociolinguistic and ethnographic methods with discourse analysis, this study seeks to provide deeper insight into the linguistic practices and the negotiation of language ideologies that takes place amongst SHL learners. Data from participant observation of interaction in the SHL classroom throughout the semester, questionnaires, interviews with students and instructor, and student focus group discussions were used to analyze discourses about language and the multiple values placed on English and Spanish in general, and on standard and local varieties of Spanish in particular. More specifically, this study analyzes, through the application of Bourdieu's (1991) notions of linguistic capital and symbolic power, how SHL learners negotiate these values and discourses as they study their heritage language. In addition, this study examines performances of identity observed during interactions within this group of SHL learners, recognizing the construction of multiple social identities, including bilingual, heritage learner and ethnic identities, as a dynamic and complex process that is recurrently shaped by interaction and the negotiation of competing language ideologies.
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Lee, On-lai Annie. "A study of vocabulary explanations in the intermediate EFL classroom : the variety and effectiveness of strategies employed /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553811.
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Fournier-Kowaleski, Lisa A. "Depicting washback in the intermediate Spanish language classroom a descriptive study of teacher's instructional behaviors as they relate to tests /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1130425075.
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Alabdelwahab, Sharif Q. "PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037375641.
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Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xv, 312 p. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 247-260).
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李安麗 and On-lai Annie Lee. "A study of vocabulary explanations in the intermediate EFL classroom: the variety and effectiveness of strategiesemployed." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956531.
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Gyogi, Eiko. "Using translation to develop intercultural competence in Japanese-as-a-foreign-language classroom : a case study of beginner and intermediate students." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23803/.
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Magwele, Peter. "Teaching higher order thinking skills in the English first additional language learning classroom : a case of five intermediate classrooms in Mankweng Circuit." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/2893.
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Thesis (M. A. (English Studies)) --University of Limpopo, 2019There is a universal consensus among educationalists and cognitive development theorists that integration of higher order thinking (HOT) in language teaching has farreaching positive implications in learners‘ future. Their extensive body of research clearly indicates the interrelationship between language and thinking. It shows that to develop well-rounded learners who can later deal capably with varying demands of the 21st century, teaching them linguistic and cognitive skills concurrently is a prerequisite. However, there is still a dearth of language teaching classroom-based data to be collected to ascertain which language pedagogic practices promote thinking or not. Hence, a qualitative exploratory case study was conducted to address this gap. The study was undertaken in five intermediate English FAL classes in Mankweng circuit. The aim was to establish whether HOT is encouraged in the intermediate English FAL classes. The study used two data analysis techniques: firstly, Tesch‘s inductive coding technique was used to analyse semi-structured interview results sourced from five English FAL teachers. They were sampled for the study to assess their conceptualisation of HOT and its application in their language classes. Contrastingly, Anderson and Krathwohl‘s (2001) framework was used to analyse one Grade 4 English workbook. To determine if its exercises‘ instructional verbs were promoting HOT or not; to check if the questions in its exercises were equally distributed over all the six levels of Bloom's revised Taxonomy of the cognitive domain; and to evaluate if there was an incremental introduction of HOTs in its exercises through the year. The results revealed the following: the five teachers could not conceptualise HOT and showed poor knowledge of how to teach it in their classes. The instructional verbs did not comprehensively encourage HOT; those which did were only pitched at the third level of thinking i.e. apply; most of the questions were in favour of low order thinking and there was little incremental introduction of the three top levels of Bloom‘s revised taxonomy in Grade 4 English FAL workbook specifically analyse, evaluate and create/design. Key words: High order thinking skills, cognitive domain, high order thinking and Bloom‘s revised taxonomy.
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Kostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.
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The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to discover whether these variables and their relationship change over time. Qualitative data were used to explore the aforementioned constructs, and to enhance the instrument tested in the subsequent quantitative phase. An additional quantitative phase at the end of the course, and follow-up qualitative interviews were provided to discover the changes that occurred in the main variables and in their relationships throughout the course. Content analysis was utilized for the interviews, while reliability (Cronbach alpha) analysis, correlational analysis, t-test, and non-parametric Wilcoxon and sign test were used for the data analysis of the surveys. Findings revealed that autonomy, dialogue, and satisfaction have significant correlation at the beginning and the middle point of the course. All three variables grew throughout the course, however the relationships among them significantly decreased towards the end of the course. The conclusions include suggestions and implications for teachers, students, and course developers.
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Leer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.
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The purpose of this research study is to examine reading assignments given in the secondary classroom of a rural secondary school. The intention is to analyze student readiness to handle complex text found in post-secondary education and/or the workforce, based on current reading trends within the school. The research questions guiding this study focus on the average amount of reading students are expected to complete in a week, what strategic support is being provided to students to enhance comprehension of text, the methodology behind how teachers select both reading assignments and reading strategies, and finally the methodology behind how teachers assess student content learning through assigned text.
This study is broken down into three major components: teacher-completed reading logs, student surveys, and two case studies. This mixed methods data collection process revealed that students are typically assigned less than two reading assignments per class per week, however nearly half of these students indicate that they read all of an assigned text. Case study data concluded that teachers are not consistent in their methodology neither in selecting reading assignments nor in utilization of reading strategies. Finally, based on the data, it is reasonable to conclude that students in this setting may not be prepared to handle complex texts found in post-secondary education and/or in the workforce.
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Ångman, Granér Ellen. "Is Social Media the New Classroom? : A study on the impact of YouTube on language comprehension of Swedish students of English." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35351.
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In this study, the possible impact YouTube can have on students reading and listening comprehension in English is investigated. In order to identify this possible impact, two main research questions were asked, analysed and answered. The sample group researched in the study consisted of 123 students in the 8th grade at an intermediate school in Sweden. Two surveys, one listening comprehension test and one reading comprehension test, were submitted to the sample group. Based on the results and the discussion, some conclusions could be drawn. Students who spend an average amount of time on YouTube seem to perform at a higher level regarding reading and listening comprehension. However, students who spend a lot of time on YouTube did not perform at the highest level of proficiency, making it difficult to determine with absolute certainty how extensive the correlation between social media and language comprehension is.
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White, Alicia Kate. "Cognition in Context: How Learning Environment, Word Grouping, and Proficiency Level Affect Second Language Vocabulary Acquisition." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430754940.
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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.
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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
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Blech, Annalise Serene. "Teaching texts today: twentieth century Russian literature in the language classroom." Thesis, 2007. http://hdl.handle.net/2152/3233.
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This dissertation examines the methodology behind using literature to teach Russian as a foreign language to intermediate level students. Due to the unpredictable trends in Russian student enrollment throughout the twentieth century, the development of a method to match student needs and encourage retention will benefit the field of Russian studies. To this end, this dissertation explores some of the past research regarding the role of the reading skill in foreign language classes. In addition, an examination of previous use of literature as a teaching tool in foreign language classrooms prompted development of possible materials for the Russian language. Based on the investigation of this research, current Russian language textbooks were analyzed in light of their inclusion of literary texts and overall methodological tenor. Following the textbook evaluations, a suggested methodology is elaborated for a textbook that integrates literary texts from the twentieth and twenty-first centuries with exercises for Russian language development. Samples of proposed teaching materials and a proposed table of contents for a textbook of applied literature are presented. The proposed materials focus on twelve literary texts of five hundred words or less, chosen from among twentieth and twenty-first century works of Russian prose. The twelve texts span the length of the twentieth century with one text representing each decade and two for the first decade of the twenty-first century. Different Russian authors, some of whom intermediate students may recognize but most of whom will be unfamiliar, represent each decade. Several sample materials were then tested for their feasibility in a second-year, second-semester Russian language course. Student volunteers were solicited to comment on and work with the test materials, determining a baseline for the practicality and necessity of the materials. Suggestions for future research recognize the importance of expanding the study beyond a limited scope. Finally, the place of applied literature is examined in light of current global tendencies and academic developments.text
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Maja, Margaret Malewaneng. "Classroom interaction in teaching English first additional language learners in the intermediate phase." Thesis, 2015. http://hdl.handle.net/10500/20219.
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The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms.
This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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黃惠莉. "The Design of Chinese Conversation Training Materials In Intermediate Level for Students with Russian Language Background." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/g9p289.
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碩士國立臺灣師範大學
華語文教學研究所
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The ultimate goal of this study is designing a Chinese Conversation textbook in intermediate level for students with Russian language background, include Russian, Ukrainian and Belorussian students, whose native language belong to the same language family- East Slavic.In Russia, Ukraine, Belorussia, students lack pure Chinese environment and Chinese teachers. Moreover, there is few complete Chinese instructional materials designed for students with Russian Language Background. Therefore, choosing appropriate conversational technique and topic content for intermediate conversational materials become critical in order to enhance their oral ability and expand Chinese language knowledge. This study focuses on Russian students with learning difficulties caused by the difference between Chinese and Russian language, and devise intermediate conversation training materials for Russian students. From interview administered to Chinese language learners with Russian language background and Chinese teachers, and the analysis of learning circumstances and textbook content, students’ needs and teachers’ suggestions on conversation materials can be laid out. In additional to the interview, the theories of contrastive analysis, developmental standards of instructional design and compiling teaching materials are incorporated to be a theoretical foundation. The preliminary conclusions are obtained. First, contrastive analysis in native and target language are helpful to language teaching and learning. Secondly, a analysis about students’ need should be performed prior to compiling conversation training materials to conform to the demands of Russian student, include Russian interpretation of new words and grammar, and more illustrative sentences and exercises. The attention of future teaching development in Russia, Ukrainian and belorussian should place on the studies of contrastive analysis in Chinese and Russian, designing more teaching materials, based on the outcome of contrastive analysis as well as expand development of Chinese as a second language teaching.
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Greene, Carole. "Conversation Analysis: a study of institutional interaction and gender in a Russian classroom." Phd thesis, 2009. http://hdl.handle.net/10048/393.
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This dissertation analysed the interactions between instructors and students in a language classroom in Russia. Using video-recorded data, instructor interviews, and student assessments from English classes at a private language school for children in the Urals region of Russia, a Conversation Analytic [CA] framework was employed to determine: how the talk (specifically turn-taking, adjacency pairs, and repairs) was sequentially organised; if and how the institutional setting constrained the talk; and if previously determined 'universal' structures of talk applied to this Russian academic discourse. This research also tested the hypotheses that the 'universal' structures of talk would apply regardless of gender, but would be used differently by the boys and girls, and by the instructors interacting with them. The relevance of the participants' institutional identities or gender to the interaction was also examined.
The analysis showed that the participants did orient to their institutional identities of instructor or student, and the institutional setting did constrain the organisation of talk. The instructors' responses to the interviews and 'student assessment' questionnaires showed that they generally had positive attitudes toward girls and mixed attitudes toward boys. While the underlying sequences, the universal 'rules' of interaction, applied to interactions with both boys and girls, how (and how frequently) the sequences were used did vary by gender (i.e., typically 'male' and 'female' speech styles). Also, some of the organisation of talk showed that the instructors did orient to the students' genders in the classroom.
This research is significant as the first CA study of the sequential organisation of talk in an institutional setting in Russia. In general, this research contributes to the CA findings on the organisation of talk in different languages, cultures, and settings; specifically, it provides the first point of comparison of Russian classroom interactions, from a CA perspective, with the large corpus of data already collected in classrooms in the Western tradition of education. Finally, this research is significant as it provides a thorough microanalysis of the relativity of gender-specific verbal behaviour; the analysis also shows how the instructors behave verbally, and in this way produce gender-specific communication styles.Slavic Linguistics
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Koutris, Ioanna. "Teaching and learning of language structures and conventions in the intermediate phase English home language classroom: a comparative study of a public and an independent school in South Africa." Thesis, 2017. https://hdl.handle.net/10539/25696.
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Research report submitted in partial fulfilment of the requirements of the degree Masters in applied language and literacy education in the division of languages, literacies and literatures school of education at the University of the Witwatersrand
June 2017This study explored and compared how language structures and conventions were taught in the intermediate phase English Home Language classroom at a public and at an independent school in central Johannesburg, South Africa. The aim was to identify challenges and strategies in an attempt at promoting pedagogies that enhance the learning of language structures and conventions. Specific themes related to the teaching and learning of language structures and conventions have been highlighted as the main point of departure in the study. Such themes include: a synthesis of the curriculum applied at public and independent schools; theoretical viewpoints in the teaching and learning of language structures and conventions, highlighting challenges experienced in the EHL classroom; and lastly, the teaching strategies used in overcoming the challenges. A qualitative research approach was adopted, using a case study as the research design. Most case studies allow space for generalisations to be made, however, in this study I was limited to making such generalisations because my study is considered a minor study. The research methods consisted of: biographical questionnaires; 8 teacher interviews (Grades 4 – 6); and 5 classroom observations (only Grade 6) per school which were audio-taped. The findings suggested that the most common teaching approach used throughout the lessons in both schools was the text-based approach, which is advocated in the CAPS (2011). The classroom observations conducted at the public school illustrated that the Audio-lingual Method of language teaching was used, as opposed to CLT which was evident in the classroom observations at the independent school. Lessons in the public school were primarily teacher-centered, where the teacher engaged in giving instructions, providing explanations and eliciting responses. The type of questions asked consisted of lower level thinking (literal). Learners in the independent school, however, showed more enthusiasm towards participating in classroom discussions and answering questions, thus creating a learner-centered culture. It is evident that the independent school is more flexible in selecting the language components that need to be covered within a specific period. Based on the interview sessions, the teachers at the independent school mention that it is more important for them to cover a minimum amount of work in-depth rather than covering everything and not having learners understand what they are learning. As a future recommendation, a similar study can be conducted comparing an urban public school and a rural public school that apply the CAPS. This study adds to the understanding of how language structures and conventions are taught in the intermediate phase EHL classroom in the South African context. By encouraging and promoting the teaching of grammar, we are able to identify approaches best suited for quality learning to take place.
MT 2018
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Космаков, А. М., and A. M. Kosmakov. "Лексика сферы «Погода. Времена года» в лингвометодическом аспекте : магистерская диссертация." Master's thesis, 2016. http://hdl.handle.net/10995/43291.
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The diploma includes: 113 pages, 7 attachments and based on 71 scientific resources, 8 dictionaries. The diploma consists of introduction, 2 chapters, conclusion, bibliography and 7 attachments.Магистерская диссертация включает в себя 113 страниц, 7 приложений, 71 источников и 8 словарей. Магистерская диссертация состоит из введения, 2 глав, заключения, списка литературы и 7 приложений.