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Dissertations / Theses on the topic 'Teaching English to Speakers of Other Languages'
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1
Anderson, Christopher. "Deconstructing teaching English to speakers of other languages : problematising a professional discourse." Thesis, Canterbury Christ Church University, 2002. http://create.canterbury.ac.uk/12113/.
Full textAbstract:
This thesis provides a post-modern critique of the profession of Teaching English to Speakers of Other Languages (TESOL). This critique derives from the findings of a progressivist applied ethnographic study of group of ESOL teachers working at an institution of higher education in Britain. The analysis of the findings using post-modern theory revealed that there was a complex mêlée of discourses (in the Foucauldian sense) at work in the research setting: a localised idiosyncratic discourse containing the voices of the teachers and the management, and a dominating mainstream discourse containing institutional and academic voices. The teachers in their classroom practices and their construction of these practices reproduced the norms of this dominant discourse in a pedagogy which can be described as weak communicative language teaching. This reproduction resulted in contradictions in their practices and constructions of their practices with regard to learner-centredness and to the superiority of the pedagogy, as well as to tensions and conflicts between the ethos of education and the requirements of an ‘industry’. Three arguments emerge from these problems: 1. The pedagogy helps to maintain the low-status of TESOL because it reduces teaching to a series of ‘universally-applicable’ techniques and skills, the rudiments of which can be taught on a one-month training course. This pedagogy suits the institutional voice which regards TESOL as a private-sector industry. 2. This modernist ‘scientific’ pedagogy constructed as ‘universally-applicable’ and superior to other ways of teaching is potentially inappropriate because it cannot respond to social, cultural and political contexts of the classrooms in which it is used. 3. The pedagogy is legitimised with theories of learner-centredness that claim to be responsive to students’ needs engendering learner autonomy and self-actualisation while creating a ‘democratic’ and participative classroom. Using Focauldian theory, it can be seen that learner-centredness in fact masks the subtle operation of biopower, and is commensurate with a pedagogy designed as a commodity. These arguments can be located in wider shifts in education and professionalism in late-modern consumer capitalism where the public sector is being invaded by private-sector discourses. I finally propose the possibility of an alternative post-modern pedagogy with a commensurate post-modern critical profession.
2
Tutunis, Birsen. "Integration of microcomputers into the teaching of English to speakers of other languages." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278109.
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3
Bozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.
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This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.
4
Jackson, Marguerite Faye. "Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1619.
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5
Yildiz, Selin. "Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2052.
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Price, Sarah. "English for Speakers of Other Languages Students' Perceptions of a Communicative Curriculum in a Family English Class." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276715209.
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7
Bider, Mary Kay. "Teamwork and place-based curriculum and instruction in teaching English to speakers of other languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2268.
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The purpose of this project is to apply the theories of John Dewey's experiential learning, providing the foundation of place-based curriculum incorporating community investigation, outdoor education, and project-based learning into an EFL curriculum.
8
Dullien, Starley Beatrix. "In time on time: Website for teachers of English to speakers of other languages." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2730.
Full textAbstract:
The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.
9
Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.
Full textAbstract:
In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
10
Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.
Full textAbstract:
This field study report covers four major areas :
1. Error analysis in language teaching and learning and
its procedures
2. The relevance of error analysis to the teaching of
English as a foreign language in the Vietnamese situation
3. Analysis of errors made by Vietnamese speakers
4. The use of error analysis in teaching English to
Vietnamese speakers.
Error analysis can be a useful adjunct to second language
teaching, since it serves two related but distinct functions : the
one, practical and applied in everyday teaching, and the other,
theoretical, leading to a better understanding of the second
language learning acquisition process.
This study emphasizes the practical uses of error analysis in
teaching and correction techniques, materials development and
syllabus design. It is hoped that error analysis will make some
contribution to the teaching of English as a foreign language to
Vietnamese speakers, whose language is quite different from English
and whose culture is far from being similar to that of English
native speakers.
This study is aimed at helping Vietnamese teachers of English
to change their attitude to students' errors and see them in a more
positive way, rather than as signs of failure on the students' part.
It is suggested that a teacher of English must be able to
recognize errors when they occur, to form some idea of the kind of
error made and also why they occur. Finally, he must then be able
to draw, from the analysis thus made, some conclusions as to what
and how he should teach.
11
Rhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.
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Abstract
The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of Florida. Using Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed and validated. In the survey, participants assessed how frequently they used each practice and how important they believed each practice was to their teaching on 5-point frequency scales. The sampling frame consisted of teachers from 15 colleges, 2 universities, 8 school districts, and Bay Area Regional TESOL (BART) and resulted in 134 responses.
Results indicated that the most frequently used practice was "provide rubrics and progress reports to students" (M = 4.26), followed closely by "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.24). The least frequently used practice was "include lessons about anti-immigrant discrimination or bias" (M = 2.51), followed by "students work independently, selecting their own learning activities" (M = 2.76).
Also, results indicated that the two most important practices were "provide rubrics and progress reports to students" (M = 4.13) and "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.13). Five culturally responsive teaching practices were perceived to be the least important. They were "include lessons about anti-immigrant discrimination or bias" (M = 2.58), "learn words in students' native languages" (M = 2.89), "ask for student input when planning lessons and activities" (M = 2.90), "students work independently, selecting their own learning activities" (M = 2.91), and "encourage students to speak their native language with their children" (M = 2.96).
This study revealed a trend of adult education ESOL and EAP teachers' regular use of culturally responsive teaching practices. These findings add to the limited knowledge of how teachers in ethnically and linguistically heterogeneous classrooms create and support a learning environment for all learners.
12
Blair, Andrew. "Who do you think you are? : investigating the multiple identities of speakers of other languages teaching English." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38892/.
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Language is the tool of tools, essential to our identities as individuals and as a species. All living languages change continuously, and people are responsible for that change, primarily to express identity and build relationships (Trask, 2010). This thesis is about language, English Language Teaching (ELT), and in particular the evolving identities and development of Speakers of Other Languages Teaching English (SOLTEs). It is presented against a contemporary backdrop of globalisation and complex forces of sociocultural and educational transformation, which influence the field of language and identity research. English in the early 21st century is indisputably the world's Lingua Franca (Ostler, 2010), in that billions of people use it alongside thousands of other languages: a growing majority of its speakers are thus defined as 'non-native'. There is a similar pattern in the proportions of teachers: the majority are local to their professional context, share the first language of their students, and work in mainstream school systems. Crystal (2003) expresses an ideal balance between multilingualism and a globally-intelligible world language. This also implies the presence of multilingual, multicompetent language practitioners, and it is these people who stand at the centre of the study. The thesis addresses the following related research questions: 1. What does it mean for Speakers of Other Languages Teaching English (SOLTEs) to say: 'I am an English teacher'? 2. How do these multilingual, multicultural teachers develop their identities and what influences their professional practice and beliefs? 3. What are the implications of the globalisation of English for the field of English Language Teaching, and the impact on the position of SOLTEs? In exploring these questions, the study aims to discover more about these ELT practitioners' attitudes towards the definition of their subject, and the development of their own multiple identities in relation to the language they teach, its learning and use. For example, do teachers see language as essentially a body of knowledge to be taught and learnt, or a social practice, a set of skills to be acquired and developed? To what extent does their own language learning experience condition their beliefs and teaching approach? How do they see themselves in terms of professional competence and personal confidence? In short, who do they think they are? The study uses semi-structured interviews and online discussion with a small group of six teachers based in various European ELT contexts, including the UK. The research methodology is participative and interpretative, designed to be relevant to the central questions and the individuals involved. An inductive approach to qualitative data analysis is adopted, where meaning is uncovered and categorised through a process of iterative engagement with the raw narrative texts produced with the participants. The aim is to present a fuller picture and tell a credible and interesting story. In answer to the question 'Who do you think you are?' the participants claim both competence and confidence as English language teachers, yet also express self-doubt and reservations towards a still-powerful 'native' model that they themselves increasingly question. The implications of this study suggest that the field of ELT needs to move away from debates on 'nativeness', 'ownership' and idealised norms, towards notions of 'beyond-native' language competence, a 'multilingual principle' for teaching and learning, and more appropriate teacher education programmes. Pedagogical targets for all living languages also change continuously, as do people's local communicative needs and identity claims, in a globalised world where multicompetent teachers can act as role models for their learners. If these new realities are recognised, a pedagogy for the 21st century can evolve which embraces teachers' and learners' multiple identities, as part of Crystal's (2003) ideal world of mutual understanding, where English in its infinite varieties and idiolects can sit alongside all other languages.
13
Zaal, Frida. "Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23932.
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The principal aim of this study was to investigate what grammar is taught by Teachers of English to Speakers of Other Languages (TESOL) in both Swedish compulsory school (years 6-9) and upper secondary school (gymnasiet), how it is taught and why. Further questions investigated what research TESOL base their teaching on, what their attitudes are in relation to the relevant curriculum, and what research into grammar teaching (e.g. approaches and methods) has revealed. The study also examined the Swedish National Agency of Education’s views on grammar teaching. Six interviews were conducted with five teachers of English to speakers of other languages working in Swedish schools, and one Czech teacher of English to speakers of other languages working at an international school. The findings were evaluated against research into grammar teaching. Although the Swedish National Agency of Education recommends that school years 6-9 should include an explicit focus on grammar, it does not specify exactly what should be taught. At upper secondary level, teaching grammar is not mentioned at all in the main syllabus. As the only reference to it is buried in the accompanying detailed explanatory notes, teachers tend to interpret the English syllabus differently. Consequently, the syllabus does not encourage equal educational opportunities. Despite the Agency’s vague recommendations, five out of the six teachers in this study do teach grammar and believe it to be a key to language learning. However, the methods used by the five Swedish teachers in this study do not appear to be research informed, and three of them rely heavily on the textbook producers’ choice of grammatical items to focus on. On the other hand, the teacher in the international school clearly uses methods that are research informed. One of the problems appears to be that the teachers in Sweden do not have easy access to current research findings that are comprehensive and non-conflicting, neither during their time at university nor in their working life.
14
Hoang, Tat Truong, and n/a. "Towards teaching English vocabulary to Vietnamese tertiary students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.155600.
Full textAbstract:
The English language is now widely used in Vietnam.
Consequently, the teaching and learning of English
has become more significant , but, on the other
hand, teaching methodologies, in Vietnam , still
reflect those used in the past to teach other
foreign languages. Vietnamese English teachers also
experience difficulty coping with the many new
problems which they now face. One of these
difficulties is the teaching of English vocabulary.
In order to develop an understanding of how best
English vocabulary might be taught in the
Vietnamese setting , this study identifies a
particular group of students: Vietnamese tertiary
students attending the Hanoi Foreign Languages
Teachers' College, and then explores ways how
teachers might introduce the teaching of English
vocabulary, both to these students, and to the
subjects the students will finally teach
themselves.
In order to prepare for an outline of how to carry
out this teaching role, the study investigates the
various problems associated with defining : the
word; the types of meaning conveyed by the word;
the relationship of phonology, syntax and semantics
to the word, and other related matters . The study
also looks at the problems which Vietnamese
students have with learning English vocabulary. In
this context a comparison is made of English and
Vietnamese lexical and related systems.
Subsequently, the study considers the different
types of foreign language methods which have and
are being used, with particular reference to how
they were used to teach vocabulary.
Finally, the study considers questions of the need
to select appropriate vocabulary for the targetted
students and details how teachers might effectively
teach vocabulary.
15
Waites, Carol Katherine Education Faculty of Arts & Social Sciences UNSW. "The professional life-cycles and professional development of adult teachers of English to speakers of other languages (TESOL)." Awarded by:University of New South Wales. School of Education, 1999. http://handle.unsw.edu.au/1959.4/17832.
Full textAbstract:
THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.
16
Mughal, A. J. "A framework for the improvement of TESOL curriculum in Lahore, Pakistan, based upon a comparative analysis of TESOL in Birmingham, UK." Thesis, University of Wolverhampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264373.
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17
Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.
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English has been taught in Vietnam for about forty years
and the number of English learners increases every year.
Whatever the course of teaching English may be, the teaching
of pronunciation is always a beginning part of it.
The materials used in teaching pronunciation vary from
schools to colleges, but the way of teaching is always
the same. It means that students have to imitate what the
teachers have pronounced with a very simple explanation
of how to pronounce it. This causes great problems, because
not all teachers have correct pronunciation and not all
students can imitate the teachers in the right way.
At the Hanoi Foreign Languages College, students are
trained to be teachers of English. They not only need to
have correct pronunciation, but also need to know how to
pronounce sounds. In order to teach pronunciation effectively,
they need to have a certain knowledge of phonetics
and know the difference and similarity between the sound
systems of English and Vietnamese.
To help awareness of the necessity of good pronunciation
and the present problems associated with teaching it, this report:
a/ points out the importance of teaching English
pronunciation in teaching English;
b/ gives an overview of English teaching in general
and the teaching of pronunciation in particular.
To improve the teaching of pronunciation at the Hanoi
Foreign Languages College, this report:
c/ makes a comparison between sound systems of
English and Vietnamese;
d/ proposes material for the teaching of pronunciation
for the Vietnamese students of the Hanoi
Foreign Languages College, bearing in mind the
context of the Vietnamese teaching and learning
situation.
It is hoped that this report will be of practical use:
for teachers and students in the Hanoi Foreign Languages
College.
18
Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.
Full textAbstract:
The English language occupied a specially
important status in the increasing development of science,
technology, culture and international relations in Vietnam,
which has resulted in a growing demand for English Language
Teaching (ELT) all over the country. The Hanoi Foreign
Languages Teachers' Training College in general and its
Department of English in particular plays a very important
role in this by producing as many teachers of English as
possible for high schools as well as for other Colleges and
Universities in Vietnam as a whole. Unfortunately, ELT in
Vietnam is still far from satisfactory. There exists a common
problem of communicative competence in Vietnamese students,
even in Vietnamese teachers of English. ELT at HFLTTC is
taken to illustrate the fact that even after five years'
training, graduates remain deficient in the ability of
language use as well as understanding its use in normal
communication. This being the case, how can they carry out
effectively the teaching of English to high school pupils or
students at other institutions?
In this situation, we need to take a serious look
at ELT in the Department of English at the HFLTTC so as to
suggest suitable materials and methods which will enable the
Institution to function more effectively.
This project makes an exploratory study of the
problem. To provide a context for the study, the background
to ELT in the Department of English is reviewed. This is
followed by a detailed description of different approaches
used in ELT with the reference to the actual activities of
teaching and learning in the Department of English. A special
emphasis is placed on the difference between conventional
approaches and the currently influential one - The Functional-
Notional-Approach to language teaching and learning. The
basic notions of this approach will be covered and also
different categories of functions and categories of
situations which the students of English often encounter in
using English. Different techniques of teaching functional
spoken English will be suggested with an aim to improving the
teaching of spoken English in the above-mentioned setting.
It is hoped that this project may become a
contribution to solving some of the existing problems of
inadequate communicative competence of Vietnamese students of
English and to teaching and learning English with effective
communication skills in the Department of English at the
HFLTTC.
19
Kim, Van Tat, and n/a. "Designing an English course for scientists and technologists in Vietnam." University of Canberra. Liberal Studies, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.123424.
Full textAbstract:
In 1974 the Ministry for Higher Education stated that
every scientist in Vietnam must know one or two foreign languages
(one of them being English), and be able to use it for his work.
But even now, the number of people who have acquired the language
as required is still small. This paper examines the causes of this
problem and possible remedies.
What has caused the situation to change so slowly? The
reasons may be several, but the most striking one is that teachers
do not understand the nature of EST, so they try to teach scientists
the same language forms in the same way as they do with young
students at Foreign Language Colleges. Consequently, the learners
know a lot about the language, but can use only a little.
The paper considers several aspects of the situation.
Scientists and technologists need to learn only the language forms
often used in scientific literature and the skills needed for their
work. For this reason, teachers must first identify the learners'
needs, then draw up a list of objectives of the course, look for
relevant materials and use appropriate methods of teaching. To help
teachers to do these things, a training programme is needed. The
training will familiarize the teachers with key scientific concepts,
characteristics of EST, and the way to place learners in appropriate
groups.
Several approaches to ESP/EST are examined, but EST
learners in Vietnam are rather different from those in other
countries, so a special model for an EST course is designed ;
an example of a reading course to illustrate the model is given
for teachers to refer to. Finally, some suggestions are offered
to solve problems arising from present EST courses.
20
Crookston, Iva. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing a Successful Teaching Personality" and "Managing Classes of English Language Learners"." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2152.
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A team of graduate students from Brigham Young University under the supervision of the main author, Dr. Henrichsen, collaborated on creating a book as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR-TESOL). The entire project consists of ten main sections with nearly fifty units addressing topics that novice teachers should know before teaching English to non-native speakers. The BTR-TESOL project answers the need for material for untrained novice teachers that will help them to be better prepared in a very minimalistic way to face the challenges and responsibilities that teaching of English as a second language (ESL) brings. This master's project describes the creation of two units of section three, "Fundamental Teaching Skills", titled "Developing a Successful Teaching Personality" and "Managing Classes of English Language Learners." The first unit, "Developing a Successful Teaching Personality", educates novice teachers about the importance of nine major characteristics of a good teaching personality that were compiled by the author of this unit after extensive research of teachers' and students' attitudes. Moreover, the unit explains how each characteristic contributes to the overall challenge of being a successful teacher. In the second unit, "Managing Classes of English Language Learners", novice teachers are introduced to basic classroom management issues, possible reasons behind students' behavior, and tips on how to solve common classroom management issues. Both units include a short introduction to the content, an opening scenario, a video segment related to the theme of each unit as well as reflection questions, objectives, explanatory text, and a section that directs readers to places they can go to learn more about the subject.
21
Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.
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Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
22
Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.
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Van, Ngo Thi Thanh, and n/a. "A comparative study of cohesion in English and Vietnamese texts." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.165600.
Full textAbstract:
This study aims at comparing English and Vietnamese cohesion
with the hope that it may contribute to the teaching and learning
of English in Vietnam.
It is hoped that the results of the study may help the teacher and
student to become more aware of cohesive devices in English
texts and thus make better use of them in the teaching and
learning of the English language.
The study reveals that the two languages have several similar
features in cohesion. It also points out the differences of
cohesion in texts of the two languages.
The first chapter is an introductory part in which background to
the study, the aim of the study, the source of information, and
the objectives and content of the study are presented.
Chapter 2 deals with the theoretical background related to the
study. Concepts such as text and cohesion are presented.
Chapter 3, 4, 5, 6 and 7 discuss the five cohesive relations in
English and Vietnamese; that is. reference, substitution, ellipsis,
conjunction, and lexical cohesion.
In chapter 8. a comparison of English and Vietnamese cohesion
based on the analysis in chapters 3. 4. 5, 6 and 7 is made. As
well as this, it looks at common errors in the use of cohesive
devices made in the English writing of Vietnamese students at
the University of Canberra.
In the last section, the conclusion, the author tries to offer
some implications based on the results of the previous sections
and on the author's experience of teaching and learning foreign
languages. It is hoped that the implications may be of
significance to Vietnamese teachers and students of English.
And furthermore, that the analysis of cohesion in Vietnamese
may be beneficial to foreign students learning Vietnamese as a
foreign language.
24
Thao, Tran Xuan, and n/a. "An investigation of how new language is introduced to learners of English in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.125255.
Full textAbstract:
This study investigated how new language is introduced to learners of English
in Vietnam in terms of textbooks and teachers' presentation.
The data sources for this study were from (1) an analysis of the two types of
English textbooks being used in Vietnam: those written by native speakers of
English and those written by Vietnamese authors, (2) an analysis of class-visit
reports of 176 periods of English classes in Hue, and (3) an analysis of 57
questionnaires answered by two groups of Vietnamese teachers of English:
39 high school teachers and 18 tertiary teachers.
Results from the study indicated that:
-In general, the textbooks of both types fail to introduce the
sociolinguistic aspects of the target language to the learners: the textbooks
written by native speakers of English are very culture-specific. The contexts of
situation in these textbooks in most cases are too implicit for both the teachers
and the learners. The explanation of most cultural aspects in the textbooks is
either not sufficient or not provided. On the other hand, the English cultural
aspects introduced in the textbooks written by Vietnamese authors are biased.
- Although most teachers have indicated their awareness of the
importance of both cultural and linguistic aspects of new language, actual
records of their presentation methods revealed more emphasis on the latter,
that is the linguistic features.
For the teaching of English to the Vietnamese learners, the results of this study
lead to rejection of the idea of presenting new language without reference to
the target culture as well as the idea of presenting new language removed
from the context of situation. The results suggest the need for adaptation and
supplementation of textbooks, and the inclusion of context of situation into the
teacher's presentation of new language.
25
Tanaka, Noriko, and n/a. "An investigation of politeness : two request situations in English and Japanese." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061109.121055.
Full textAbstract:
Until recently, English teaching in Japan focused on giving much
grammatical knowledge to students, and paid little attention to
communicative competence, 'competence as to when to speak, when not,
and as to what to talk about with whom, when, where, in what manner'
(Hymes 1971: 277). However, nowadays, the importance of
communicating with foreign people for mutual understanding is often
pointed out, and communicative competence is gradually receiving more
attention in English teaching in Japan. Grammatical knowledge is not
sufficient for making students communicate well, and in addition to
grammatical knowledge, the knowledge of appropriate use of the
language is necessary for effective communication. Furthermore, as a
part of communicative competence, 'social competence', the knowledge
and ability to create and maintain a harmonious atmosphere in social
interaction, should be given more attention in order to allow
students to communicate with English speaking people harmoniously and
effectively.
Although a number of teachers have noticed the importance of
communicative and social competence, such competence is not taught
sufficiently in Japan. One reason for this is that, with few
opportunities to communicate with native speakers of English in
Japan, teachers themselves do not know well the communication
patterns of English in actual situations. To develop students'
communicative competence, Japanese teachers of English need to know
the cultural patterns in English, and to see what kind of problems
could occur for Japanese students. It is intended that this field
study will contribute a small part to the growing understanding of
the cultural patterns in English and Japanese.
Before considering the possible problems especially for Japanese
learners of English, three possible causal factors of communication
problems for non-native speakers are discussed:
(1) lack of linguistic competence
(2) transfer of native cultural patterns
(3) false stereotyping.
As a basis for considering the problems in terms of politeness
strategies, in particular, Brown and Levinson (1978)'s 'face theory'
is introduced, and some characteristics of Japanese cultural patterns
which may cause some politeness problems are discussed. Based on the
discussion, some hypotheses are built up about Australian and
Japanese communication patterns, and an investigation has been
conducted, focusing on two request situations:
(1) asking a lecturer to lend a book
(2) asking a friend to lend a book.
Four Australian native speakers of English and four native speakers
of Japanese were asked to role-play in each situation, and their
results were compared with each other. These results were also
analyzed in comparison with the results of four Japanese speakers of
English and four Australian speakers of Japanese.
Although this is a preliminary study and has some limitations in
the investigation, the results show that, although politeness is a
universal phenomenon, it is expressed differently in English and
Japanese, and they indicate some possible problems in politeness
strategies for Japanese speakers of English and for Australian
speakers of Japanese.
As to the implications of the results for English teaching in
Japan, three points can be considered:
(1) the need to make students aware of the cultural patterns of
English
(2) the need to teach students sufficient variety of
expressions
(3) the need to give students enough practice.
In terms of these points, some weaknesses in English teaching in
Japan are discussed. For example, teachers do not have enough
knowledge of communication patterns in English, materials used in
class do not give enough information about the target culture and
actual use of English by native speakers, and the amount of time
spent on English in the school curriculum and the number of students
in one class cannot be considered desirable for the purpose of giving
enough practice to each student.
These problems are not easy to solve, but it is possible to find
ways to improve the situation. In the final chapter, some practical,
though tentative, suggestions are made in the hope that English
teaching in Japan will be improved to help students to communicate
well with people in different cultures.
26
Miyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.
Full textAbstract:
This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative/nonstandard Englishes as opposed to the two major varieties in ELT in Japan: American and British English. In addition, oral interviews were conducted with several participants and their assistant language teachers (ALTs).The findings suggested that in-service teachers showed more ambivalent attitudes toward nonnative varieties than student-teachers did; although the teachers acknowledged potential benefits of nonnative Englishes for the future use of EIL, they showed hesitation in regarding different Englishes as instructional models to be exposed to students. However, the study also showed participants' interest in introducing other Englishes as awareness-raising models. The possibility of inclusion of nonnative varieties was further discussed.
27
Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.
Full textAbstract:
This study explores opinions of university Thai EFL students, who have been subject to a
conventional teaching approach for years, on adding communicative tasks in grammarbased
classes drawing from relevant literature and previous studies. The results of the
study suggest that Thai students want to have communicative tasks in grammar learning,
but only with formal instruction prior to the tasks. The study also shows how
communicative tasks may be integrated into conventional language pedagogy from Thai
students in the study's perspectives and relevant literature.
As expected, the results indicated that Thai students were reluctant to complete tasks in
English because of shyness, particularly when conversing with peers, a lack of
competence in language skills, and fear over losing face. The interviews conducted with
students revealed instructional techniques that they themselves believed would be
beneficial in encouraging greater participation in tasks without inhibitions.
Finally, the study concludes that Thai EFL students are ready to be trained in
communicative tasks and that instruction in Thai EFL classes should shift from
substantially form-based to more communication-based instruction.
28
Hung, Vu, and n/a. "Errors in English by Vietnamese adult students." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060731.141007.
Full textAbstract:
This study is mainly concerned with the common errors
Vietnamese adult students make in learning English as a
second/foreign language.
Using the tools of contrastive analysis and error analysis,
the researcher decribes and examines certain areas of similarity
and difference between English and Vietnamese on some
grammatical aspects, and then analyses the errors made by the
Vietnamese students in two different learning contexts and at
different levels of proficiency.
This studies consists of six chapters :
Chapter 1 introduces the position of English in Vietnam at
present, raises the problems encountered in the teaching and
learning of English in Vietnam, and states why this study is
necessary.
Chapter 2 is the summary of the main theories of second
language acquisition and some of the principal studies of
Vietnamese grammar.
Chapter 3 discusses the techniques of contrastive analysis
and error analysis, which provide bases for the comparative
study in Chapter 4 and the error analysis in Chapter 5.
In Chapter 4, a contrastive study is undertaken of eleven
aspects of English and Vietnamese grammar, which serves as
the basis for the discussion in Chapter 5.
Chapter 5 presents an analysis of the common errors
Vietnamese students make in two different learning contexts in
Vietnam and in Australia. It also discusses the various strategies
the students use in order to achieve language proficiency.
Finally, some conclusions concerning the attitude towards,
and the treatment of, errors are mentioned in Chapter 6. It also
provides suggestions for further study in the subject area.
29
Vu, Ngoc Tu, and n/a. "Towards a syllabus for the teaching of writing for Vietnamese students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.160245.
Full textAbstract:
This Study considers some of the problems and solutions
to the needs of Vietnamese tertiary students with
respect to writing in English in the University setting.
The Study identifies that writing English as a foreign
language has been and continues to be a f u n d a mental
difficulty for Vietnamese tertiary students.
Consequently, in order to understand the difficulty and
the needs of such students, this Study enters into a
consideration of the language and learning needs of the
target population and describes the teaching strategy
and syllabus content necessary to assist such students
to function in English writing more adequately.
In order to realise these aims, the Study reviews the
relevant literature with respect to: (i) the development
of the theory of the concept of writing in a foreign
language , and (ii) the teaching of different foreign
language teaching methods in the twentieth century.
Finally , details of syllabus design and suggested
techniques are presented in Appendices 1 and 2
respectively.
30
Chung, Jung-Eun. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching"." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2678.
Full textAbstract:
As English continues to become the universal language in commercial, educational and social settings worldwide, there is an increasing demand for English language teachers (ELT). While many teachers are native English speakers, many of them lack formal training in pedagogy and content knowledge. One challenge of novice teachers is how to create a learning experience that is both engaging and enjoyable for English language learners. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) created by Dr. Lynn Henrichsen, is a basic but comprehensive program to provide skills and resources to teachers with limited formal training, time and financial resources. Two of the units of the BTRTESOL program focus on creating positive learning environments through the use of songs and games, thus improving motivation, participation and learning among English language learners. This project details the development of two BTRTESOL units titled "Using Songs to Increase Participation, Recall and Enjoyment" and "Using Games and Other Fun Yet Effective Activities for English Language Teaching." It also explains the rationale for using songs and games to enhance the curricula and provides practical examples for producing enjoyable and effective activities.
31
Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.
Full textAbstract:
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
32
Colver, Monty A. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: Understanding and Adapting in a New Culture and Teaching Culture." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2374.
Full textAbstract:
A team of Brigham Young University graduate students working under the supervision of Dr. Lynn Henrichsen, collaborated on the creation of a book as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR-TESOL). The project, which will be developed in phases over the coming years, is intended to provide novice English as a Second Language (ESL) teachers with some introductory material on nearly fifty different topics related to the field. Each unit is not intended to be a comprehensive source and is not to be seen as a replacement for formal training. Rather the units should be used by those who would like formal training, but cannot afford the time or money it requires. With its minimalist, connectivist approach, BTR-TESOL will help them to "get their feet wet" and help them to develop the motivation and dedication needed to teach ESL until such time that they can receive formal instruction of some kind. This master's project describes the creation of two BTR-TESOL units on culture, titled "Understanding and Adapting in a New Culture" and "Teaching Culture." The first unit, "Understanding and Adapting in a New Culture," educates novice teachers about the importance of the differences that one faces when entering a new culture and guides them as they help their students (or themselves) to overcome culture shock. In the second unit, "Teaching Culture," novice teachers are educated on the importance of culture and are also given sample ideas and activities for teaching culture in a language classroom. Both units include a short introduction to the content, an opening scenario, a video segment related to the theme of each unit as well as reflection questions, objectives, explanatory text, and a section that directs readers to places they can go to learn more about the subject.
33
Djauhari, Muhamad Thonthowi, and n/a. "Reading academic English at postgraduate level, Bogor Institute of Agriculture, Indonesia." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060705.100939.
Full textAbstract:
This study, within the framework of improving the English course for
postgraduate level at IPB (Bogor Institute of Agriculture), attempts to determine
the extent of English reading activities for academic purposes expected by
agricultural teaching staff at post graduate level, different expectations across the
study programs or a particular area of specialised discipline, the extent of English
problems experienced by postgraduate students and the strategies used to cope
with English needs in their postgraduate studies, to test a hypothesis that there is
a positive correlation between the students' command/scores of English and their
achievements/scores in agricultural subjects.
Questionnaires for agricultural staff and students were adapted from
Hughes (1988) and Weir (1988) to address these questions. Students' academic
records were obtained to compute the correlation between scores in English and
agricultural subjects. Review of literature and research in current theories of
reading in EFL is given to serve as a theoretical foundation to discuss English
reading lessons from secondary level to tertiary level in Indonesia and to provide
general implications to improve the English course at IPB.
The results indicate that staff reading expectation in English is high in
comparison to the students' level of English and in that all eight types of reading
activities listed in the questionnaires were expected. There are some different
expectations across the study programs. However, the most relevant finding to
note in regard to the the English course is that reading English texts as review of
literature for research proposes and reading English texts for writing assignments
were expected across all the study programs.
It is also found that reading English texts for academic purposes was still
a problem for the majority of student respondents and there are various
interesting reading strategies used by the student to cope with the English needs
of their studies. However, further investigation is essential to assist the students
with reading problems since the results do not specify the nature of reading
problems and methods used by the respondents.
A significant correlation is found between scores in English and
agricultural subjects at the level of 5% and 1% by the Spearman rank- order and
the Pearson product-moment correlation formulas. This implies that English is
central to the students' success in their postgraduate studies, which is also
supported by the student respondents' opinions. General implications and
suggestions are provided to assist postgraduate with reading problems and to
improve the English course for the students.
34
Seng, Gee Chiau, and n/a. "An analysis of effective teaching skills : with particular reference to a Singapore context." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060711.160850.
Full textAbstract:
This study sets out to analyse the teaching skills of an
effective Australian teacher of French in a primary school
in Canberra.
Chapter One provides an overview of the primary education
in Singapore with particular emphasis on the language
policies. The purpose and scope of the study and the
approach used in carrying out the study are also described
in this chapter.
Chapters Two to Six present descriptive features of the
teacher's teaching approach. Clarity in her goals and
instructions to her Year 3 and Year 5 classes were analysed
through extracts of the classroom discourse. The way the
teacher provided encouragement and feedback on errors to her
Year 3 class were also described.
The variation in the pace of her speech in relation to the
activities and the adjustments made when she posed questions
according to the language proficiency of the pupils, also
form part of the data analysed.
In Chapter Eight, conclusions were made of the possibility
of transferring the teaching approaches to the teaching of
English as a second language in primary schools in Singapore
by comparing the French program described in Chapter Seven
with the primary education system in Singapore.
The study concludes with an overview of the areas that
need further research and study.
35
Suu, Nguyen Phuong, and n/a. "A cross-cultural study of greeting and address terms in English and Vietnamese." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.114406.
Full textAbstract:
Mastering a new language does not only consist of the ability to
master its system of form but also the ability to use its linguistic
units appropriately. This is because languages differ from one
another not only in their systems of phonology, syntax and lexicon
but also in their speakers' manners of patterning their discourse
and realizing speech acts.
Greeting and addressing people are, to varying extents, formulaic,
culture-specific and routinized in different languages, including
Vietnamese and English. The factors that govern the way one
person greets and addresses another varies across languages and
speech communities. The selection of one linguistic form over
another in greeting and addressing someone largely depends on
Speaker-Hearer relative power paradigm, the context of
interaction and other social factors.
Greetings and address terms by themselves do not carry much
referential meaning but accomplish pragmatic functions. Failure to
use them appropriately may result in communication breakdown
or unwanted hostility, particularly in cross-cultural interactions.
Since communication is meaning-based, conventional, appropriate,
interactional and structured (Richards,1983: 242 ff), speakers of a
foreign language must take into account these elements if they
wish to communicate successfully in the target language.
This study investigates the patterning of greeting and address
terms in Vietnamese and in English, identifying similarities and
differences between them. The factors that govern the way
speakers choose to greet and address are examined.
36
Vang, Nguyen Xuan, and n/a. "An investigation of the English language needs of Vietnamese studying overseas." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.170645.
Full textAbstract:
Vietnam has been sending a lot of people overseas for study and training
but the results obtained from overseas study and training are not
satisfactory owing to language deficiency. This has prompted the present
study which aims to investigate the language problems and language
needs of Vietnamese going overseas for study and training.
Chapter 1 presents the justification and objectives of this Study Project
Report.
Chapter 2 gives some insight into the definition of English for Specific
Purposes (ESP), its development, and the situation of English language
teaching and ESP teaching in Vietnam.
Chapter 3 discusses the nature of analysis and its role in ESP course
design, types of needs of learners of English, and the methods of collecting
information for needs analysis.
Chapter 4 examines the noticeable problems of Vietnamese learners of
English in overseas settings in terms of difficulties in language, study skills,
and cultural differences by carrying out through a survey and a case study.
Chapter 5 specifies three kinds of English that Vietnamese in general will
needs for study and training in overseas settings: English for survival
needs, English for social needs, and English for descipline-specific needs.
Finally, some conclusions and recommendations are presented in the last
chapter.
37
Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.
Full textAbstract:
This study attempts to investigate the teaching of written English in Vietnam
with special attention to the main problems encountered by teachers of
English at the main language institutions in the light of the literature and
practices in general ELT.
The first chapter is the introduction of the study. It covers the aim and scope
to be achieved in the study, and explains the sources of data to be used for
the study. Terminology of some phrases and abbreviations for convenient use
are also given.
Chapter 2 focuses on general ELT developments. Major trends in ELT and
their practices are brought into discussion. Then in the light of the literature
in ELT, the teaching of writing is taken into consideration. Being an
important component in ELT, the teaching of writing has to satisfy this need
of learners - the need for effective communication - without overlooking
correctness, accuracy and other features of good writing. However, there is
no single approach that can provide a perfect answer to all the learners'
problems.
Chapter 3 discusses the teaching and learning situation in Vietnam in three
stages from 1959 to 1986. It is made clear that the situation is not satisfactory
due to the methods, techniques, materials and the quality of teachers. Then
special investigation is made into the writing area. It is discovered that
complex writing is avoided because of the teachers' low standard and their
methods and techniques in teaching written English. Improvement courses
have been held, but they did not include writing programmes for teachers.
Chapter 4 analyses the main problems affecting the teaching of writing in
Vietnam, such as teachers' unawareness of language appropriateness and
correctness, their difficulty at discourse level and lack of cultural knowledge.
Teachers' misconceptions about errors and lack of methods and techniques in
dealing with errors also result in ineffective teaching.
In Chapter 5 some recommendations are made for teaching writing to
inservice teachers in the upgrading course. They focus on the methods and
techniques to be used in such a writing course. Some techniques for
composition correction are also suggested. Unfortunately, there is no single
book that is ideal for such a course. A selection of current writing
coursebooks is given in the hope that teachers will find material to suit the
needs of their students in them. The last recommendations are for teaching
academic writing which involves more sophisticated skills than writing on
general topics.
Finally the writer makes some comments on her own work and suggests
further research into the writing area.
38
Nguyen, Thi Van, and n/a. "Listening comprehension : a Vietnamese perspective." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.170135.
Full textAbstract:
A newly emerging, developing country has many high priority
areas. Many of these high priority areas are related to
the educational system. Education is viewed by many
political leaders (and also by citizens rich and poor) as
a 'Golden Key' which will unlock doors labelled with words
such as 'Development', 'Progress', 'Success', and 'the
English Language'.
The English Language, a modern technical, trade and
diplomatic language, is one of the avenues of communication
which may enhance development within Vietnam.
At the present moment, foreign language teaching and
especially Teaching English as a Foreign Language and
Teaching English for Special/Specific purposes, are given
high priority ratings by those who plan the development
stages for Vietnam. It is also recognized that EFL and ESP
teaching can and should be improved.
Australia is assisting this process of improvement by
supporting an assistance programme. Twenty two teachers
from tertiary language centres have been studying Teaching
English as a Foreign Language at the Canberra College of
Advanced Education. This writer is one of these students.
One of the requirements for the Master's Degree in
Teaching English as a Foreign Language is an extended
Field Study in a specific area. This writer selected
'Aural Comprehension'.
In this Field Study, the writer has explored the past
and present position of teaching ' Aural Comprehension'
in Vietnam. The writer has identified several significant
problem areas and has suggested alternative options which
may improve the teaching and the learning in this area.
39
Johnson, Kyle F. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles"." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2860.
Full textAbstract:
To create a much-needed program for training novice and volunteer English teachers, Dr. Lynn Henrichsen put together a team of interested TESOL graduate students who developed materials and resources for this purpose. Under his supervision and mentorship, each student helped with the development of units for a website and book titled, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). Recognizing the target audience as novice teachers with little or no training in teaching English as a second language, each graduate student approached the development of each unit for this BTRTESOL program with this in mind. These untrained teachers are filling the gap that exists in areas of the world that are in need of well trained, certified TESOL teachers but lack resources because of poverty and the large quantity of students wanting to learn English. Owing to the great demand for English skills and the lack of trained teachers, there is a great need for the resources that this program and project provide. My part in this program included the design and development of two units, "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles." These two units seek to help novice teachers understand teaching styles, learning styles, the role of culture, and the cultural mismatches that may exist between a teacher's style of teaching and a student's style of learning. These training units help novice teachers learn how to identify, teach, and expand students' learning styles in order to help them improve students' learning. Additionally, the units include information directing users to other resources for more information on these topics.
40
Doan, Duong Van, and n/a. "Teaching advanced reading in the Institute of International Relations in Hanoi." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060705.101658.
Full textAbstract:
This study deals with reading problems faced by
the advanced level students in the Institute of International Relations (I.I.R.) in Hanoi. It seeks to identify ways in
which the teachers there can help their students to read
authentic texts in English with a high level of
comprehension.
The study begins with a description of the
training of the young diplomats and researchers. It
considers the problems faced by the teachers and students,
and looks into the role of English in general and English
reading comprehension in particular in the I.I.R.
Bearing in mind the objectives of the training,
the study discusses the goals for teaching reading
comprehension at an advanced level and lays emphasis on the
importance of using appropriate techniques for teaching
reading skills at this level.
The writer of the study also looks at the
relevant issues in theories of reading comprehension which
are discussed in current literature. These theoretical
issues are then related to the reality of teaching in the
I.I.R.
Finally, to illustrate all the techniques and
skills for teaching reading comprehension which have been
dealt with earlier in the study, the writer presents a
sample reading lesson. It is his hope that the presentation,
and indeed the whole study, will be of value to his
colleagues at the I.I.R., and to others who teach reading in
similar situations.
41
Soenarso, Lany Idawati, and n/a. "Developing social competence in complimenting behaviour among Indonesian learners of English." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.165724.
Full textAbstract:
The study consists of five chapters. The first chapter
gives a brief description of how English as a foreign language is taught in Indonesia and the need to improve the
social competence of Indonesian speakers of English so that
they will be regarded as competent speakers in social
interaction. Language competence, including the notion of
linguistic competence, together with the notions of
communicative competence and social competence, is discussed
in the second chapter, since it underlies the language
learner's knowledge and ability to create and maintain a
harmonious atmosphere in social interaction. Furthermore,
the theory of communicative competence will include
competency in sociocultural rules of use which will specify
the ways in which utterances are produced and understood
appropriately with respect to the components of
communicative events outlined by Hymes. Speech act theory,
particularly as it relates to complimenting behaviour is
discussed.
Chapter three reviews research on complimenting behaviour
and considers some possible reasons why Indonesians do not
pay as many compliments as Australians do. Ways of
perceiving face - threatening acts and politeness are
related to different cultures with different social values
because of their different traditions, experience, ways of
development and ways of thinking. Developing from these
considerations of theory and research, the fourth chapter
describes the study project which deals with what counts as
a compliment in Indonesian and Australian English, what to
compliment about and how people compliment as well as how
people accept and respond to compliments. Analysis of some
problems caused by lack of awareness of the differences
between cultures and the effects of applying ones own
strategy in complimenting behaviour, leading to
misunderstanding, are also discussed. In the final chapter,
the results of the project suggest what Indonesian learners
of English need to be taught to help students develop social
competence in complimenting behaviour. Suggestions for
improving the social competence of Indonesian speakers of
English are made.
42
Malaman, Amanda Staten. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Content-Based Language Classes" and "Multiple Skills in One Class"." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3109.
Full textAbstract:
Under the direction of Dr. Lynn Henrichsen, a group of students has developed numerous units for the Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) program. This program is currently located on a website and will someday be published in book and DVD format. These units provide general training for novice teachers who teach domestically or abroad. With little or no training, volunteer English language teachers are often left with questions that BTRTESOL strives to answer in its 52 units. As this audience may or may not have university education or heavy commitment, these units are kept short and to the point with easy to read and understand language. The program uses a minimalist approach so each unit includes only "The least you should know" while connecting users to additional resources in a "where to go to learn more" section. This master's project describes the creation, evaluation and revision of two units for the BTRTESOL program, "Content-Based Language Classes" and "Multiple Skills in One Class." The first unit introduces the idea of integrating content teaching and language teaching into one course. In addition, it explains different types of scaffolding and teaching techniques that will aid novice teachers in creating successful content-based instruction courses. The second unit will help teachers to integrate different linguistic modalities into one course. Suggestions on how to pick themes, manage class time, and plan lessons are addressed
43
Nguyen, Thi Hong, and n/a. "Towards a professional development program for teachers of English in Vietnamese high schools." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.
Full textAbstract:
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
44
Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
45
DuBois, Kristi Allyn. "The importance of phonological practice and other strategies for vocabulary recall and comprehension." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4275.
Full textAbstract:
This study looks at English as a Second Language (ESL) students• use of vocabulary learning strategies and whether use of specific strategies is related to success in vocabulary recall and comprehension tests. The primary part of the study focuses on the hypothesis that phonological practice with new words will aid long-term recall and comprehension of these words. An empirical experiment with an experimental and control group was designed to test this hypothesis. The secondary section of the study discusses how often subjects reported using the vocabulary learning strategies categorized by Rebecca Oxford in Language Learning Strategies: What Every Teacher Should Know. In addition, it researches possible correlations between use of these strategies, and scores on subsequent vocabulary recall and comprehension tests. Finally, this study describes how a representative group of students actually apply specific strategies to their vocabulary learning.
46
Dan, Nguyen Trong, and n/a. "Towards a syllabus for teaching commercial letter writing to commerce students in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060704.115742.
Full textAbstract:
There are increasing needs for trained business persons as a result of the
recent rapid development of foreign trade in Vietnam. A good command of
written commercial English is one of the most important qualifications of a
business person. At present the Hanoi Foreign Trade College is the only
institution which is responsible for training commerce students. The
teaching of writing skill in general and the teaching of commercial letter
writing in particular still leave much to be desired. The writing skill of
graduates of the Hanoi Foreign Trade College is far from satisfactory
This Field Study Report aims at identifying the difficulties and the needs of
commerce students in the Hanoi Foreign Trade College. It takes into
consideration the language and learning needs of the target students in
order to suggest a syllabus for the teaching of commercial letter writing to
commerce students more efficiently.
The Field Study Report consists of seven chapters.
Chapter I provides an analysis of the teaching and learning situations at the
Hanoi Foreign Trade College and problems of the teaching of commercial
letter writing.
Chapter 2 looks at some major theoretical problems and practical issues for
Specific Purpose English syllabus design and material production for the
teaching of commercial letter writing to commerce students at the Hanoi
Foreign Trade College.
Chapter 3 is a contrastive analysis of western commercial letters,
Vietnamese commercial letters in Vietnamese and Vietnamese commercial
letters in English.
Chapter 4 is an analysis of the results of a survey made in 1988 to identify
the needs of commerce students for commercial letters.
Chapter 5 is mainly concerned with designing a communicative syllabus for
the teaching of commercial letter writing to commerce students in Vietnam.
Chapter 6 is the proposed syllabus for the teaching of CLW to commerce
students at the HFTC, Vietnam.
Chapter 7 is the conclusion.
This Field Study Report should be regarded as an exploratory attempt to
adopt the communicative approach in designing a syllabus for the teaching
of commercial letter writing to commerce students in Vietnam.
47
Firnges, Beth Anne. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Tutoring Guidelines" and "Designing an Overall Plan for a Course"." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2993.
Full textAbstract:
A team of graduate students from Brigham Young University under the supervision of the main author, Dr. Henrichsen, collaborated on creating a book with an accompanying website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). The entire program consists of 10 main sections with nearly 50 units addressing topics that novice teachers can choose from to help them prepare to teach English to non-native speakers. The BTRTESOL program answers the need for material designed for novice teachers, material that will help them to be better prepared in a minimalistic, non-overwhelming way. The goal of this program is that novice teachers will be more prepared to face the challenges and responsibilities that teaching English to speakers of other languages (TESOL) brings. Each member of the BTRTESOL team created two units of the program. Each unit summarizes the information about each topic into a few pages of text that provides the minimum amount of information novices should know. The units then direct them to other sources in order to learn more. The program is still under development and is anticipated to be completed within the next few years with other TESOL MA students and Dr. Henrichsen completing subsequent units. This selected project details the making of two units of the BTRTESOL program, one in section one, "Basic Concepts," titled "Tutoring Guidelines," and one in section two, "Designing Programs and Lessons," titled "Designing an Overall Plan for a Course." The tutoring unit describes some guidelines for novice tutors, whether or not they have taught larger classes before. The course design unit describes the basics of creating a course curriculum. Novice tutors and teachers are frequently expected to plan everything for the tutoring sessions or courses as soon as they start their assignments. These units are designed to give them a starting point. In addition to an opening scenario, explanatory text, and resource connections, both of these units provide activities (i.e., a video clip or case studies) for visualization, analysis, reflection, and practical application.
48
Ha, Dang Vu Thanh, and n/a. "How Vientamese ELICOS students build up their word stock : an empirical study." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060713.153439.
Full textAbstract:
The process of second language vocabulary acquisition (L2VA) is
investigated by looking at the learning, teaching, learner and
environmental factors that affect the ways that adult Vietnamese learners of English acquire, store and use words. Data were
collected by examination of informants' diaries, recorded classes,
free conversations, interview-questionnaires and regular
interviews during the English program. The data show that the
process of building up the mental lexicon is slow, long and
complicated. For adult learners coming from different English and
job backgrounds, full time classroom learning is the biggest and
most important source of L2 word input. It is also in this
environment that the word storage and recall mechanisms are
most facilitated. The L2VA process varies according to individual
learners at different levels, with different learning goals,
motivations, determination, areas of interest and word learning
methods.
It is hoped that the findings of the study help increase Vietnamese
teachers' awareness of how to teach English vocabulary
effectively and how to help learners work out individually suitable
word learning methods.
49
Delaney, Jo-Ann. "Learning to do, doing to learn : an exploration of teacher knowledge and learning through the narratives of trainees on a CELTA (Cambridge English Certificate in Teaching English to Speakers of Other Languages) course." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/15043/.
Full textAbstract:
It is a widely held view that theory and practice are the two core elements of a teacher’s knowledge. What is less defined is how the two interact during the process by which teachers learn to be teachers and whether a case should be made for one being more important than the other. Academics have sometimes queried the notion of practice being a part of knowledge because of the difficulty of quantifying it in a tangible manner. Instead knowledge constructs that are theory based are preferred. The practice of asking participants on a teacher education course to reflect critically on their classroom actions is often used to generate theoretical knowledge from the practical. In my research I examine the nature of teacher knowledge from the perspective of participants on a teacher education course using interviews and email correspondence over the duration of the course and up to one year afterwards. I also explore the views of the researcher as teacher educator through a research artefact or scrapbook. From the data collected it seems that teachers undergo a continuous process of theory making from their practical experience and value this self-generated “practice theory” as the most important constituent of teacher knowledge. Their declarative knowledge is a way of acting in the classroom, but it goes beyond simple replication of actions they observe or are instructed to perform. A “practice theory” is constructed from moments of practice which are congruent with pre-formed views of teaching from their experience as learners and is validated by their personal constructs of success, including the response of their own learners. In looking at how teachers gain this knowledge, this thesis questions the paradigm of co-operative social learning which is often assumed to exist on teacher education programmes. Data suggests that course participants act as individuals seeking to survive a difficult process and exhibit a loyalty to their peers which renders the learning relationship with tutors less benign than is often assumed. This in turn calls into question the acceptance of critical reflection as a key part of teacher learning. The thesis also examines processes which are common to teacher education programmes such as observation and structured practice, and proposes that learning teachers’ experience sometimes contradicts what is often assumed to be good practice. The thesis highlights some considerations for teacher educators. It proposes an increased valuing of the practical and the existence of a practice theory, one that can provide knowledge constructs for teachers. In addition, it suggests a refocus for some activities on teacher education courses to make them more congruent with the real experiences of trainees.
50
Addiego, Emily Spady. "The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/985.
Full textAbstract:
This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there was evidence that they began to integrate more theoretical aspects of program curriculum by the end of the year. However, the participants also demonstrated a lack of interest in theoretical and research-related coursework that persisted throughout their first year. Participants' lack of interest and stress brought on by unfamiliar material may have limited the amount of integration of research and theory into their practice. Findings suggest a mismatch between program goals and student goals, with students being focused on teaching practice and the program being focused on both the practical and theoretical aspects of the curriculum.