Dissertations / Theses on the topic 'Japanese language – Study and teaching – Audio-visual aids'
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Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.
Full textpublished_or_final_version
Education
Master
Master of Education
Mathey, Alain Bernard. "Teaching languages the natural way with visual cues." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/403.
Full textZhang, Xiangmei. "Authentic materials in English as a Second Language conversation instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2526.
Full textPitcher, Jeffrey Christian. "Use of a video based instruction program to enhance English literature and writing concepts." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2887.
Full textLi, Suk-fong, and 李淑芳. "The use of film subtitles in teaching English to the junior form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945119.
Full textElkins, Ruth E. Fuhrman. "The effect of computer-assisted practice on English grammar and mechanics achievement of third grade students." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/510377.
Full textLe, Cordeur Michael Lucien Arnaud. "Die bevordering van lees met behulp van media-onderrigstrategiee vir Afrikaans (graad 7) : 'n gevallestudie." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/18126.
Full textENGLISH ABSTRACT: This study involves a qualitative and quantitative investigation into the promotion of reading by means media reading instructional strategies to Afrikaans grade 7 learners at one school. The research methodology used is a case study supported by a literature study. The aim of this study is five-fold. Firstly, based on the literature study, the study sets out to establish a theoretical framework for reading at school. This is related to three problem areas: poor reading comprehension, limited fluency in reading, and a negative attitude to reading. Underlying assumptions are that reading problems occur even in learners with above-average intellectual ability and that many learners cannot function optimally in society because they are poor readers. Instructional models and different approaches to teaching reading are explored. This study questions the efficacy of traditional approaches to reading instruction and makes a strong case for a balanced approach in which both topdown and bottom-up approaches are integrated in an interactive approach. Secondly, drawing on the literature survey the study provides a theoretical framework for using the media and technology in developing and improving reading. The role of visual literacy in the development of reading is also examined. It seems that learners have a strong interest in the media as well as technological aids so educators who have access to these should use them in the classroom. Thirdly, the study sets out to design media reading instructional strategies based on learners' interest in mass media, as well as technological aids. This is so that learners can be empowered with strategies that will enable them to successfully address their reading problems. The use of media reading instructional strategies is applied as an alternative to the traditional approach to reading instruction. The case study explores the use of media reading instructional strategies developed for grade 7 learners studying Afrikaans as a primary language and the extent to which this is successful. The learners are exposed to an instructional reading programme consisting of media reading strategies (designed by the researcher) for a period of 16 weeks. Data generation comprises individual diagnostic reading tests for learners, interviews with educators and learners and questionnaires administered to educators and learners. The literature study provides evidence that poor readers do not necessarily lack the intellectual ability to make sense of what they read or to read independently. Results from the case study support the findings that these learners have the ability to learn a variety of reading strategies which help them to apply the reading skills that enable them to read successfully. Although the learners in the experimental group still experienced problems with comprehension, they had made significant gains in reading fluency and developed a more positive attitude towards reading. The main conclusion is that interactive media reading instructional activities can make a meaningful contribution to learners with reading problems. According to the findings of this study, learners are more likely to read successfully and follow a successful academic career if their problems are diagnosed early and they receive the necessary help and support.
AFRIKAANSE OPSOMMING: Hierdie studie was 'n kwalitatiewe en kwantitatiewe ondersoek na die bevordering van lees in Afrikaans by die graad 7-leerders van een skool deur die daarstelling van media-leesonderrigstrategieë. Die navorsingsmetode was 'n gevallestudie ondersteun deur 'n literatuurstudie. Die doelwit van die ondersoek was vyfvoudig. Ten eerste het die studie gepoog om op grand van die literatuurondersoek 'n teoretiese begranding van lees te verskaf. Dit sluit drie problematiese aspekte van lees in, naamlik gebrekkige leesbegrip en leesvlotheid en 'n negatiewe leeshouding. Die studie wys daarap dat leesprobleme manifesteer ten spyte van 'n bo-gemiddelde intellek en dat baie leerders nie optimaal in die samelewing kan fungeer nie omdat hulle swak lesers is. Verskillende benaderings tot die onderrig van lees is ondersoek. Die studie bevraagteken die effektiwiteit van tradisionele benaderings tot leesonderrig. Dit word ten sterkste aanbeveel dat 'n interaktiewe benadering gevolg word waar beide die top - down en bottom - up -benaderings geïntegreer word. Tweedens het die studie gepoog om vanuit die literatuurandersoek 'n teoretiese begranding van katalisators wat lees kan bevorder, naamlik media en tegnologiese hulpmiddele, te ondersoek. Die rol van visuele geletterdheid in die onderrig van lees is ondersoek. Die uitgangspunt was leerders se belangstelling in die media en tegnologiese hulpmiddele en dat opvoeders vandag toegang het tot 'n verskeidenheid media en tegnologiese hulpmiddele wat hulle van hulp kan wees met leesonderrig. Opvoeders moet hulself hiervan vergewis ten einde dit sinvol by die bestaande leesonderrigprogram te kan integreer. Derdens het die studie ten doel gehad om media-leesonderrigstrategieë te ontwerp wat gebaseer is op leerders se belangstelling in die media en tegnologiese hulpmiddele wat die swak leser in staat sal stel am sy / haar leesprobleme suksesvol aan te spreek. Die gebruik van die media-leesonderrigstrategieë is derhalwe aangewend as 'n alternatief tot die tradisionele benaderings van leesonderrig. Vierdens is hierdie media-Ieesonderrigstrategieë by wyse van 'n gevallestudie op die vlak van graad 7 in die vak Afrikaans geïmplementeer om die sukses daarvan te bepaal. Leerders is vir 16 weke aan 'n intervensie, 'n program bestaande uit media-leesonderrigstrategieë, in die Afrikaansperiode blootgestel. Datagenerering tydens hierdie tydperk van ses maande het behels individuele diagnostiese leestoetse vir leerders, onderhoude met opvoeders en leerders, en vraelyste wat deur opvoeders en leerders voltooi is. Uit die literatuurstudie was dit duidelik dat daar geen probleem was met die intellektuele vermoëns van die leerders nie en dat hulle wel oor die vermoë beskik om met begrip en onafhanklik te lees. Die resultate van die gevallestudie ondersteun hierdie bevinding dat die swak leser wel die vermoë het om strategies aan te leer wat hulle in staat sal stel om hul leesvaardighede te verbeter en met sukses te lees. Ten slote is daar tot die gevolgtrekking gekom dat media-leesonderrigstrategieë wat deur middel van 'n interaktiewe benadering onderrig word, 'n betekenisvolle bydrae kan maak tot die bevordering van lees by leerders met leesprobleme. Alhoewel die leerders steeds met leesbegrip gesukkel het, het hulle leesvlotheid heelwat verbeter terwyl hulle ook 'n meer positiewe houding jeens lees gehad het. Daar is bevind dat ten spyte van leerders se leesprobleme hulle 'n baie goeie kans het om met sukses te lees en 'n suksesvolle loopbaan te volg, mits hulle betyds die nodige hulp en ondersteuning ontvang.
Bodenstein, Eckhard W. "Lernervoraussetzungen von Deutschstudenten an der Universitat Zululand : eine Untersuchung auf der Grundlage von Bildtexten." Thesis, Stellenbosch : Stellenbosch University, 1998. http://hdl.handle.net/10019.1/50985.
Full textENGLISH ABSTRACT: During my work as a lecturer in "German as a foreign language" at the University of Zululand I have experienced that African students often understand German texts in a different way than I, coming from a European background, would have expected. According to the research on text reception, differences in understanding texts are the result of different reader characteristics of which the socio-cultural background forms an important component. This thesis examines the socio-cultural background of Zulu students and aims to show how it influences their understanding of German texts. The necessary data is obtained by way of a comparative empirical investigation which is enhanced by personal observations made while teaching German to African learners. The investigation is based on a German advertisement. The control groups consist of South African students at the Universities of Natal/Durban and Stellenbosch as well as students in Germany at the University of Kassel. The investigation is concluded by a discussion of the implications that the socio-cultural background of Zulu students can have on the teaching of "German as a foreign language" and on intercultural communication.
AFRIKAANSE OPSOMMING: Gedurende my werks,aamheidas dosent in die vak "Duits as vreemde taal" aan die Universiteit van Zululand het ek ondervind dat Swart studente dikwels Duitse tekste heeltemal anders verstaan as wat ek, as iemand met Europese agtergrond, sou verwag het. Navorsing oar teks-resepsie skryf resepsieverskille toe aan verskillende lesereienskappe waarvan die sosio-kulturele agtergrond 'n belangrike komponent vorm. Hierdie tesis ondersoek die sosio-kulturele agtergrond van Zoeloe-studente en probeer aantoon hoe dit die resepsie van Duitse tekste be'invloed. Die nodige inligting hiervoor word verkry deur middel van 'n vergelykende empiriese ondersoek. Dit word aangevul deur persoonlike waarnemings wat ek gedurende die onderrig van Duits aan Swart studente gemaak het. Die ondersoek is gebaseer op 'n Duitse advertensie. Die kontrolegroepe bestaan uit studente aan die universiteite in Natal/Durban en Stellenbosch in Suid- Afrika en in Duitsland aan die Universiteit van Kassel. In die slotgedeelte word die implikasies uitgewys wat die sosio-kulturele agtergrond van Zoeloe-studente op die onderrig van "Duits as vreemde taal" as oak op interkulturele kommunikasie kan he.
Murray, Garold Linwood. "Bodies in cyberspace : language learning in a simulated environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27209.pdf.
Full textZappen-Thomson, Marianne 1956. "Liedertexte im fremdkulturellen Literaturunterricht : eine textwissenschaftliche und -didaktische Untersuchung." Thesis, Stellenbosch : Stellenbosch University, 1985. http://hdl.handle.net/10019.1/64968.
Full textAnguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.
Full textTyson, Marian. "The effect of media on the listening comprehension scores of intermediate ESL students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3961.
Full textThompson, Scott Alan. "A Comparison of the Effects of Different Video Imagery Upon Adult ESL Students' Comprehension of a Video Narrative." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4845.
Full textTakahashi, Hiroshi 1937. "A model for effective use of video materials to develop listening comprehension of Japanese learners of English." Thesis, 1993. http://hdl.handle.net/1957/36850.
Full textGraduation date: 1993
Ewasiw, Joan F. A. "The effects of videos on adult English as a second language student listening comprehension." Thesis, 1999. http://hdl.handle.net/2429/10227.
Full textArcher, Arlene Hillary. "The function of the visual in teaching English as an additional language the case of video." Thesis, 2016. http://hdl.handle.net/10539/21355.
Full textThis research explore whether a theoretical justification can be made for using video in teaching English as an additional language, as it looks at ways in which video can best be used in this context. [Abbreviated Abstract. Open document to view full version]
GR 2016
"Film as a medium for improving EFL students' English: a case study." 2002. http://library.cuhk.edu.hk/record=b5891159.
Full textThesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 123-126).
Abstracts in English and Chinese.
ABSTRACT (English version)
ABSTRACT (Chinese version)
ACKNOWLEDGMENTS
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Overview --- p.1
Chapter 1.2 --- Significance of the study --- p.3
Chapter 1.3 --- Organization of the thesis --- p.4
Chapter CHAPTER 2 --- LITERATURE REVIEW
Chapter 2.1 --- Introduction --- p.5
Chapter 2.2 --- Theory: Video and L2 acquisition --- p.5
Chapter 2.3 --- Selection and preparation of lesson materials --- p.8
Chapter 2.4 --- Film in the L1 classroom --- p.10
Chapter 2.5 --- Film in the L2 classroom --- p.11
Chapter 2.5.1 --- Listening comprehension --- p.11
Chapter 2.5.2 --- Oral skills --- p.14
Chapter 2.5.3 --- Writing --- p.15
Chapter 2.5.4 --- Critical thinking --- p.17
Chapter 2.5.5 --- "Language: Vocabulary, idioms, slang" --- p.21
Chapter 2.5.6 --- Communicative performance --- p.22
Chapter 2.5.7 --- Cross-cultural issues --- p.24
Chapter 2.5.8 --- Complementing literary works --- p.25
Chapter 2.5.9 --- Movie tie-in novels --- p.26
Chapter 2.6 --- The Hong Kong context --- p.27
Chapter 2.7 --- Conclusion: The need for further study --- p.30
Chapter CHAPTER 3 --- METHODOLOGY
Chapter 3.1 --- Research design: The case study approach --- p.33
Chapter 3.2 --- Research questions --- p.34
Chapter 3.3 --- Subjects --- p.35
Chapter 3.3.1 --- The course ELT 3104 --- p.35
Chapter 3.3.2 --- Instructor A --- p.37
Chapter 3.3.3 --- The students --- p.37
Chapter 3.4 --- Data collection --- p.38
Chapter 3.4.1 --- Questionnaire survey --- p.38
Chapter 3.4.2 --- Semi-structured interviews --- p.39
Chapter 3.4.3 --- Naturalistic classroom observation --- p.40
Chapter 3.4.4 --- Text analysis --- p.41
Chapter 3.5 --- The pilot study --- p.41
Chapter 3.5.1 --- Classroom observation --- p.42
Chapter 3.5.2 --- Pilot questionnaire survey --- p.43
Chapter 3.6 --- Conclusion --- p.44
Chapter CHAPTER 4 --- RESULTS
Chapter 4.1 --- Questionnaire survey --- p.45
Chapter 4.1.1 --- Pre-course questionnaire --- p.45
Chapter 4.1.2 --- Post-course questionnaire --- p.47
Chapter 4.2 --- Interviews --- p.48
Chapter 4.2.1 --- Instructor A's interviews --- p.48
Chapter 4.2.2 --- Brief student profiles and interview summaries --- p.50
Chapter 4.3 --- Classroom observation --- p.55
Chapter 4.4 --- Text analysis --- p.57
Chapter 4.4.1 --- Course syllabus and schedule --- p.57
Chapter 4.4.2 --- Lecture handouts --- p.57
Chapter 4.4.3 --- Presentation handouts --- p.58
Chapter 4.4.4 --- Final term paper --- p.59
Chapter 4.5 --- Conclusion --- p.59
Chapter CHAPTER 5 --- ANALYSIS AND DISCUSSION
Chapter 5.1 --- Revised research questions --- p.60
Chapter 5.2 --- Film and ESL: Students' past experience --- p.61
Chapter 5.2.1 --- Authentic and natural language --- p.62
Chapter 5.2.2 --- Benefits of using English captions --- p.63
Chapter 5.2.3 --- "Listening, speaking, and conversation" --- p.65
Chapter 5.2.4 --- Doorway to other cultures --- p.65
Chapter 5.2.5 --- Analytical and critical thinking --- p.67
Chapter 5.3 --- The course ELT 3104: Factors affecting the learning process --- p.68
Chapter 5.3.1 --- The instructor --- p.69
Chapter 5.3.1.1 --- "Personality, interest, philosophy, and approach" --- p.69
Chapter 5.3.1.2 --- The role of the facilitator --- p.70
Chapter 5.3.1.3 --- Students' views of Instructor A --- p.71
Chapter 5.3.2 --- The students --- p.73
Chapter 5.3.2.1 --- Cinematic sophistication --- p.73
Chapter 5.3.2.2 --- English proficiency --- p.74
Chapter 5.3.2.3 --- Personal interests --- p.75
Chapter 5.3.2.4 --- Grouping --- p.77
Chapter 5.3.2.5 --- Motivation --- p.80
Chapter 5.3.3 --- Student-centered approach --- p.83
Chapter 5.3.4 --- Choice of film --- p.86
Chapter 5.3.5 --- Cultural differences --- p.90
Chapter 5.3.6 --- Film knowledge covered --- p.94
Chapter 5.3.7 --- Workload and other classroom factors --- p.98
Chapter 5.3.7.1 --- Assignments --- p.98
Chapter 5.3.7.2 --- Classroom atmosphere --- p.99
Chapter 5.3.7.3 --- Lesson time --- p.100
Chapter 5.4 --- The effectiveness of the course --- p.102
Chapter 5.4.1 --- Students' self-assessment --- p.103
Chapter 5.4.2 --- Instructor A's comments --- p.107
Chapter 5.4.3 --- Students' term papers --- p.110
Chapter 5.5 --- Conclusion --- p.114
Chapter CHAPTER 6 --- IMPLICATIONS & CONCLUSION
Chapter 6.1 --- Summary of research questions and findings --- p.115
Chapter 6.2 --- Pedagogical implications --- p.116
Chapter 6.3 --- Limitations of the present study --- p.118
Chapter 6.4 --- Recommendations for further studies & conclusion --- p.121
BIBLIOGRAPHY --- p.123
APPENDICES --- p.127
Mwinyelle, Jerome Banaya. "The aquisition of pragmatic competence in an L2 classroom: giving advice in Spanish." Thesis, 2005. http://hdl.handle.net/2152/2009.
Full textHammer, Judith Erna. "Culture via television : investigating the effects of a German television serial on the perceptions of fourth-semester German language classes." 2008. http://hdl.handle.net/2152/18333.
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Terblanche, Bettina. "Effektiewe media-integrering in kommunikatiewe taalonderrig." Thesis, 2014. http://hdl.handle.net/10210/10801.
Full textThis study deal s with the effective usage of media in communicative language teaching within the guidelines laid down by the TED, with regard to the aims of the teaching of Afrikaans as a second language. Firstly, the theoretic fundamentals of the communicative approach is discussed, along with the didactic implications thereof. Following this is a discussion of the role of media in the classroom-experience, with particular reference to language teaching. In addition, there is a discussion of opportunities and experiences conducive to the learning experience and the possible utilisation of video recordings and pictures therein. There is finally, a discussion and setting out of lessons with a view to integrating media - particularly video recordings and pictures in the teaching of communicative language.
Lourens, Margaret. "An andragogical approach to the experiences of students studying English through teletuition." Thesis, 2014. http://hdl.handle.net/10210/9735.
Full textThe subject English is compulsory in the researcher's students' field of study. The researcher offers the subject English for the National Teacher's Diploma Technical and the National Higher Diploma : Post-School Education. The students come from many different cultural backgrounds and for many of them English is a second or third language. The researcher has observed that there are social affects with which students have to contend, and has detected a definite need amongst students for more certainty pertaining to communication in distance education. The researcher has also perceived definite distinguishing features amongst cultural groups in her subject field English. A definite need arose to examine problems experienced by students studying through teletuition, such as trying to interact with a distant institution, problems concerning the study of English as second or third language and social effects experienced by students in distance education. After having done theoretical research, the researcher included an empirical questionnaire survey in which she attempted to gain biographical and other background information. Respondents were asked questions which concentrated on methods by which they had learned English, whether they experience an intrusion of their home language on English language performance and whether culture impinges on the acquisition of English. The research also attempted to determine whether students experience demotivation, fear of failure and situational problems, amongst others. In the light of the literature study, the questionnaire survey and interviews, the findings summarily were that students * have a need for more contact with their lecturers * revealed a need for emotional support from relatives and lecturers * are demotivated by the negative tone of comments on assignments * experience situational problems * experience fear of failure * experience an intrusion of their home language on English language performance * experience a cultural intrusion in the study of English * experience too many cross - cul,tural contrasts which have an effect on the understanding of English. If the educator in a distance education institution is aware of the students' needs and problems, it would result in a greater understanding of this didactic responsibility in helping students realize their full potential.
Joynt, Rose Ellen. "Using authentic multi-media material to teach Italian culture : student opinions and beliefs." 2008. http://hdl.handle.net/2152/18128.
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"Televisie as hulpmiddel by die onderrig van Afrikaans in swart stedelike skole." Thesis, 2015. http://hdl.handle.net/10210/15032.
Full textMackie, Ardiss Emilie. "Popular film and English as a second language : toward a critical feminist pedagogy of identity and desire." Thesis, 2005. http://hdl.handle.net/2429/17015.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Jansen, Jessica Mary-Ann. "Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school." Diss., 2017. http://hdl.handle.net/10500/22715.
Full textCurriculum and Instructional Studies
M. Ed. (Curriculum Studies)