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.
Full textLee, 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.
Full textFournier-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.
Full textAlabdelwahab, 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.
Full textTitle 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).
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.
Full textGyogi, 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/.
Full textMagwele, 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.
Full textThere 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.
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.
Full textLeer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.
Full textÅngman, 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.
Full textWhite, 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.
Full textWiniger, 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.
Full textBlech, Annalise Serene. "Teaching texts today: twentieth century Russian literature in the language classroom." Thesis, 2007. http://hdl.handle.net/2152/3233.
Full texttext
Maja, Margaret Malewaneng. "Classroom interaction in teaching English first additional language learners in the intermediate phase." Thesis, 2015. http://hdl.handle.net/10500/20219.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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.
Full text國立臺灣師範大學
華語文教學研究所
97
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.
Greene, Carole. "Conversation Analysis: a study of institutional interaction and gender in a Russian classroom." Phd thesis, 2009. http://hdl.handle.net/10048/393.
Full textSlavic Linguistics
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.
Full textThis 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
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.
Full textМагистерская 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.