Dissertations / Theses: 'Thai language Study and teaching Australia'

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Batt, Deleece A. "The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36669/1/36669_Digitised%20Thesis.pdf.

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The aim of this study was to investigate the communicative orientation of classroom interaction in Japanese language lessons that are conducted in the virtual environment of synchronous (real-time) telematics. Specifically, the study examined Japanese telematics classrooms in upper primary and junior secondary schools in Western Australia. This study focused on whether the interaction in the classes studied, evident in the virtual learning mode of telematics was facilitative of second language (L2) acquisition. The form of telematics used in this study was synchronous communication between teacher and students using telephone and computer links, sometimes also referred to as "audiographics". Telematics may also include the use of other communication technologies, such as live interactive television (LIT) however this was not available to all sites in the current study so it was not investigated. The aim of this study is articulated through the research questions: 1. What is the nature of the communicative orientation in upper primary and junior secondary Japanese language classrooms in telematics mode? 2. ls the interaction observed in Japanese language telematics classrooms of the type that promotes L2 acquisition? The first question seeks to identify the relative emphasis placed on interaction and form-focused interaction in the telematics classroom context. The second question identifies whether the features of interaction that SLA researchers suggest promote L2 acquisition are evident in the telematics context. This study uses the term interaction to refer to the type of human-human communicative interaction occurring in L2 telematics classes via the computer/technology that is facilitated by a number of key communicative features of interaction drawn from the second language acquisition (SLA) research. Interactivity on the other hand is used to refer to the human-computer engagement which is technologically facilitated. Subjects in the study were three telematics teachers, with distributed classes across several student receival sites. The study examined descriptive process data collected from Japanese telematics classes in Western Australia via audio and video recordings. The study engaged in a descriptive inquiry using Classroom-Centred Research (CCR) methodology. CCR as a methodology provides evidence about the nature and influence of language instruction and classroom interaction have on L2 acquisition. This study used multi-methods of data collection via four stages: teacher questionnaire, classroom observations of interactions, teacher focus group discussion and follow-up interviews conducted later in the study to confirm the findings. The major analytical tool used was the current version of the Communicative Orientation of Language Teaching (COLT) Observation (1995). The use of this scheme stems from its ability to bring together all of the communicative variables to capture features deemed theoretically and empirically relevant to the L2 classroom. The COLT Observation Scheme also provides a framework for comparing features of discourse in classrooms with features of natural language acquisition considered to be facilitative of L2 acquisition. In this way the extent to which an instructional treatment may be characterised as communicatively orientated can be measured. Both Part A and Part B of the scheme were used. The features and categories in Part A are primarily derived from pedagogical issues identified in the literature on communicative language teaching (CL T). Features and categories in Part B reflect issues in first and second language acquisition. The only modification was an additional investigation of how form was used in the telematics lessons. Although recent studies have recommended improvements to telematics delivery, no other known study has specifically investigated whether the interaction evident in the delivery of Japanese via telematics is of the type that promotes successful L2 acquisition. Through the use of the COLT Observation Scheme, this study was able to capture and measure features of L2 classroom interaction in these telematics environments. The results indicate that there were a number of internal and external variables that influenced the nature of the communicative orientation of telematics classes in this study. In terms of the communicative features of interaction identified in the COLT Observation Scheme as predictors of successful L2 acquisition, a number of these were not strongly evident in the results, for example, use of the target language, interaction in group work, use of extended text, use of authentic resources and student-made materials, reaction to message and clarification request. Pedagogic factors impinging on the communicative orientation of the telematics environment included the highly teacher-centred nature of the telematics context. The use of the computer as a controlling device and the only visual connection also moved teachers further towards a more directive delivery style and greater dependence on using the L 1. Given the recent support for the incorporation of some focus on form into a communicative curriculum, the supplementary focus on form data revealed how the electronic nature of telematics delivery influenced how form was taught and the overuse in some cases of vocabulary games, drilling, substitution and repetition. There was also little evidence of students initiating discourse, negotiating activities or requesting clarification. Students engaged in mainly minimal rather than extended text thus limiting opportunities to experiment with the L2. The communicative orientation of L2 telematics classes in this study was also impacted upon by a number of external factors, such as noise, technical breakdowns and inadequate learning environments at receival sites. The impact of the absence of a two-way human visual connection led to teachers using a more directive style of teaching where "silences" were often filled with teacher talk. Teachers identified this limitation as also limiting opportunities for students to obtain comprehensible input. However, teachers developed useful compensation strategies to overcome some of these limitations such as, using colour on the computer screen and tone of voice to highlight salient features. They also introduced games that promoted interaction between sites. Whilst this study has revealed that some of the communicative features of interaction are evident, a greater number of these features need to become more prominent or more communicative. As well as targeting the technological orientation of the delivery method by adding a human visual connection, this would also involve the careful incorporation of the features that are characteristic of a more communicative approach to L2 acquisition. This study has contributed to the fields of SLA and virtual delivery in a number of ways. It has added to the existing literature base through interfacing the SLA literature with the telematics literature. It has also contributed to a new methodology by taking an existing methodology and methods and applying them to the virtual L2 telematics classroom, in particular, the use of the COLT Observation Scheme in a virtual context. A contribution this study has made to language teaching through telematics lies in a mapping framework that has evolved from the study that aims to bring the type of interaction that occurs in SLA, communicative interaction and telematics closer together. Further research needs to determine how interaction can be more effectively promoted m the telematics and virtual learning environments. It is anticipated that this study will encourage other researchers to further investigate the benefits of a more communicatively orientated intervention which will ultimately lead to positive L2 learning outcomes for all students in telematics environments and the broader virtual learning contexts.

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Vacharaskunee, Sasithorn. "Target language avoidance by Thai teachers of English: Thai teachers' beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1521.

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Interactionist theories of second language acquisition (SLA) claim that both comprehensible input and modified interaction in the target language are necessary for language learning. In the foreign language context, little opportunity exists for such input simply through exposure to the target language outside the classroom. Therefore, the quantity as well as quality of input within classrooms is especially important. However in spite of this fact many non-native teachers of second language, including English as a foreign language (EFL) teachers, tend to avoid using the target language in their classrooms. This has serious pedagogic implications. Thai teachers are typical of many EFL teachers in that they appear to avoid using English in the classroom. While suggestions have been made as to why this might be the case, to date there has been no direct research to examine this issue. This study aims to investigate some of the factors that may prevent Thai teachers from using English in their classroom. In the first stage of the study, data were collected from primary and secondary Thai teachers of English in both private and public schools. The teachers were interviewed using focus group discussions which were audio-recorded. Key issues emerging from this data were used to develop a questionnaire for the second stage of the study. A representative sample of teachers was then selected from a range of schools and surveyed using this instrument. Finally, in the third stage, the results of the questionnaire were presented to the original focus groups to validate the responses and to explore possible reasons for the outcomes. The analysis of focus group interviews was based on the interview transcripts. For the questionnaire results, the data from questionnaires were analysed using Multivariate analysis (MANOV A). Findings of the primary and secondary teachers were compared, as were the private and public school teachers. In addition, post-hoc Scheffe tests (p = .05) on the univariate F-ratios were performed to determine if there were significant differences between the groups. Findings from the focus group interviews showed that the most significant influences on Thai teachers' use of English in their classes included the low proficiency level of teachers and students, teachers' language anxiety and students' objectives for studying English. The results from the questionnaires were slightly different from the focus group interviews. They indicated that exams, the curriculum focus on grammar, the low proficiency of both teachers and students, and pre-service teacher training were the major reasons for "target language avoidance". There were significant differences between the private and public school teachers. There were also significant differences in the responses of primary and secondary teachers. All teachers suggested a variety of ways they could be encouraged to use more English. Finally, this study offers suggestions for further research concerning teachers' beliefs regarding classroom language use.

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Phatthanodom, Fahmui. "Primarily Thai." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc935715/.

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This thesis is a production report that describes the research process, pre-production and post-production stages of making a documentary about the Thai language school in the Thai temple in Dallas County. The film documents the teachers from Chulalongkorn University who volunteered to teach Thai-American students in the United States, and explores Thai-American students' attitudes toward the school and their heritage.

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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.

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Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals." Thesis, Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/350/.

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This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

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Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.

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This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

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Noytim, Usa. "The impact of the Internet on English language teaching: a case study at a Thai Rajabhat University." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/384.

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This research was conducted in the English Department of a provincial Thai university. It seeks to address the tension between the priority accorded to English by the Thai government and the relatively low levels of English of most Thai people. The study investigates the potential of the Internet to support students’ English language development, in particular the capacity of the Internet to support students’ English reading development. The research was located in Central Thailand at Nakhon Pathom Rajabhat University (NPRU), my own work place. Here I investigated students’ Internet practices and the potential offered by one English language program that incorporated use of the Internet. My focus on this one program enabled me to address questions about my own teaching practices, and about the implications of incorporating the Internet for program design and teaching. The research itself was conducted in two stages. Stage One was an ethnographic investigation of students’ current Internet practices, both in and out of University. Outcomes from Stage One then informed the development of an English language program that incorporated extensive use of the Internet. This program was implemented and evaluated in Stage Two of the research. Outcomes from Stage One of the research revealed that the University students had low overall levels of Internet use, low levels of computer and Internet skills, but generally high levels of interest and enthusiasm, and a belief that the Internet could play a positive role in supporting English language learning. Outcomes from Stage Two confirmed that the Internet was potentially a powerful resource for teaching English. However, they also showed that if the Internet was incorporated fully into a program, rather than simply tacked onto a traditional program, then a major rethinking of program design and pedagogical practices was necessary. The implications of such changes in program design and teaching are addressed in the thesis.

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Khongpun, Somsook. "Composing processes of Thai high school students : a protocol analysis." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862270.

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This protocol-based case study research explored the general composing and thinking processes of five Thai EFL high school subjects who, while verbalizing their thoughts, composed in the first language (L1), Thai, and in the second language (L2), English. The composing sessions were audiotaped and videotaped; these tapes were then transcribed, translated, and coded for analysis, along with notes, drafts, and the written compositions.The L1/L2 protocol data yielded a number of interesting findings. Most subjects had a purpose in mind while composing their texts, but had little concern for the audience. Individually, each subject displayed a unitary composing style across languages, tending to compose in the Li and the L2 similarly, with minor variations. This suggests that composing knowledge and skills of the L1 were probably transferred to the composing in the L2.As a group, the subjects wrote the Li compositions in a similar manner, manifesting mental planning and reliance on internal resources, as they alternated among writing, repeating, and rehearsing. The L2 compositions gradually emerged with frequent repetitions and brief pauses, and the L2 composing processes seem to be constrained by the subjects' imperfect mastery of the L2.In addition, when they stumbled on L2 lexis, grammar, and mechanics, the subjects mainly employed the L1. Use of the L1 seemed to facilitate the subjects’ writing in the L2 a great deal. In both the L1 and the L2 compositions, the subjects tended to comment and repeat portions of texts in words, rehearse in phrases, and engage in other composing activities at the sentence level. The translated segments which occurred in the English protocols were at the phrase level.A tentative composing process model of these Thai EFL subjects is proposed; implications for EFL composition instruction and suggestions for further research are also provided.
Department of English

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Katib, Adisra. "A descriptive study of Thai EFL students' comprehension monitoring strategies when reading in English." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/NQ32712.pdf.

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Srestasathiern, Sripen. "Ellipsis in science and technology textbooks in English: Implications for Thai students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1310.

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This is an analytical study which attempted to investigate Thai students' ability to interpret elliptical sentences and to recover and recognise ellipted elements in a science and technology context in English. Students' awareness, understanding, perceptions, problems and strategies in relation to ellipsis were also examined. The subjects for the study were 60 first year students from King Mongkut's Institute of Technology North Bangkok (KMITNB) who had enrolled in two compulsory English courses in KMITNB, Bangkok, Thailand. The instruments for this study were three 20 item ellipsis tests based on 5 ellipsis types classified by Quirk, et al. (1985). Items of the test were based on short passages extracted from three English science and technology textbooks commonly assigned for students to read during their study at KMITNB: physics, mathematics, and computer textbooks, The content of all tests was the same but different tasks were required to be done. The subjects were asked to interpret the elliptical sentences and rated the level of difficulty of each item in the first test, the interpretation test. After each item, they were requested to tape-record or write their answers to the questions why they interpreted that way and what helped them to do so. For the second test, the recovery test, students were asked to supply the English ellipted elements in the blanks provided and to tape-record or write their responses to the questions why they supplied such word(s) and what helped them to do so. The third test, the recognition test, was the same as the second but multiple choice answers were provided. Students also had to say why the choice they had made was suitable. The collected data was analysed quantitatively and qualitatively. Arithmetic mean, percentage, Man-Whitney U test, median and correlation were employed to analyse the data, using SPSS software. The study reveals that the students could score best in the interpretation test as they were allowed to answer in L1 and a variety of answers that conveyed the right or close meaning were acceptable. The recognition test was scored the second best while the recoverability test was scored the lowest. However, no mean score of any test reached half of the total. Moreover in counting tho correct number, they averaged at 7.90, 3.88, and 7.45 out of 20 items in tests 1, 2, and 3 respectively. Ellipsis type 5, structural ellipsis without precise recoverability, was found to be the most difficult for Thai students. The quantitative findings indicated that the students in the field of science and technology in Thailand were poor at ellipsis employed in science and technology textbooks. The qualitative investigation confirmed that the students were neither aware of nor capable of understanding most elliptical sentences. Difference between L1 and L2 was the major problem found hindering students' ability to handle ellipsis, Low English proficiency, insufficient and in-complete L2 grammatical knowledge, insufficient L2 vocabulary, incomplete recall of L2 instruction, inability to access deep structure, misreading of anaphora, pragmatic misreading and incomplete background knowledge of subject matter were found to be internal factors causing students' difficulty in-dealing with ellipsis. Transfer of training leading to students' overgeneralisation, language transfer resulting in interlanguage, conceptual influence across cultures, conceptual difference across sub-cultures, ambiguity of some structural cues, English hyponyms, and lack of intensive ellipsis instruction were external factors causing students' inability to solve ellipsis problems. Apart from the obstacles, two factors were found to support students in doing ellipsis tests. They were similarity of L1 and L2 and some L1 unelliptible words equivalent to English ellipted elements. The analysis also revealed some strategies students employed in handling ellipsis. Among these, structural and contextual cues, and word for word translation were frequently used. The findings of the study supported the first hypothesis which was that the students' difficulties in interpreting elliptical sentences and recovering ellipted elements can be related to (a) L1 transfer (b) reading strategies. But they did not support the second hypothesis which was that degree of difficulty in retrieval of ellipsis, based on Quirk, et al's (1985) principles, relates to degree of difficulty in interpretation. Constraints due to students' test fatigue and boredom may partially have affected students' ability in doing the tests.

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au, fino@westnet com, and Helen Stone. "Specialist Teachers and Curriculum Reform in a Western Australian Primary School in 2002 A Comparative Study of Specialist Music, Health and Physical Education, and Languages-Other-Than-English Teaching Professionals." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070427.125141.

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This thesis details research on the first phase of curriculum reform (19992004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered specialist programs may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:67). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialists areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.

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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

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Malakul, Karmolnad. "Exploring the use of a genre-based approach to teach scientific report writing to Thai EFL undergraduates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/357.

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Although science undergraduates in Thailand need to acquire English report writing skills, many in their final year are unable to describe even their own experiments in a clear, acceptable style. This study, therefore, set out to discover how the theory and practice associated with the Australian School of Genre could be used to create a report writing course, which would be viable with the Thai context. After careful examination of both the theoretical and actual conditions relating to the teaching of written English to undergraduates, a compromise position was adopted, wherein two genre-based courses were designed, taught and compared. In both the Australian School's approach was modified to suit the context with the more innovative experimental group, Mode X, following a course which was closer to the theoretical positions than the more traditional control group, Mode Y.

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Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.
Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).

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Sroinam, Rapeeporn. "English reading comprehension of Thai undergraduates : L1/L2 usage, texts, strategies and problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/654.

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English Ianguage has been taught as a foreign language in Thailand for more than a century and now occupies an important place at all levels of the Thai education system. This study investigates the influence that the Thai language has on intermediate level undergraduate sludents while they are engaged in individual unaided reading of a variety of English texts and determines what aspects of reading texts caused problems. It aims to compare how often and for what purposes students resort to Thai with texts about culturally familiar texts and culturally unfamiliar texts, as well with different genres and question types. The subjects are 20 second year teacher trainee students majoring in English al Udon Thani Rajabhat University. Student responses to the texts, retrospective interviews, and a questionnaire were used as quantitative and qualitative dota. For qantitative data, the SPSS program was used to analyse the frequency of using the first language, the relationship between scores, texts and question types, as well as that between strategies, scores, question types und problems. The use of content analysis witn qualitalive data from responses to tasks and the interviews produced the means whereby student strategies and problems could be categorised and findings in the qualitative data extended.

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Torok, Sanguansri. "Year 7 students' English reading comprehension and attitudes and behaviours: Collaborative genre-based versus traditional teaching methods in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/773.

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A new system-wide educational change has been introduced in Thailand that requires English as a foreign language (EFL) to be taught from primary to university level. This study investigates a genre-based method of teaching English to grade 7 secondary students in Thailand. The study was conducted in three phases. In phase 1, Rasch measures of reading comprehension (based on three kinds of genre texts) and of attitudes and behaviour towards genre-based learning of English were created for use in phase 2. An interval scale of 36 items (18 real and 18 ideal perspectives) was created from an original attitude and behaviour questionnaire of 96 items administered to a sample of 300 grade 7 students. With the some sample, an interval scale of reading comprehension for 18 items was created from an original sample of 60 items. In phase 2 of the study, a controlled experiment in teaching reading involving 90 students from three secondary schools in Ratchburi Thailand was implemented. The students from each school were assigned randomly to an experimental group (45) and a control group (45). The experimental group was taught by using genre-based rhetorical structures (narrative, journalistic, expository) while the control group was taught by a traditional teaching method. A great deal of care was taken to treat the experimental group and the control group the same in every respect except for the teaching method. During phase 3 a discussion group comprising the three heads of English departments and the three trainee teachers in the schools evaluated the results through focused discussions. Results indicated that the experimental group improved in English reading comprehension, and in attitudes and behaviour, significantly more than the control group. The discussion group recommended implementation of a genre-based teaching and learning programme for EFL in teacher training, based on the results. The findings have implications for the training of English teachers, administrators, and teacher educators in Thailand, and for future research in the measurement of educational variables.

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Ainsworth, Sharon G. "Perspectives on differentiation in practice : an interpretive study from teaching Japanese as a second language in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/288.

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This focus of this interpretive study was aimed at presenting an active conception of differentiated curriculum from within the context of Western Australian (WA) second language teaching practice. Significantly, research into differentiation is a relatively new phenomenon in Australia and in particular, to WA second language teaching. Data was collected from seven Japanese language tcachers and their perspectivcs illustrated the realities of individual teaching in the construction and implementation of diffrerentiated curriculum. These teachers worked within an outcomes-based Curriculum Framework (Curriculum Council. 1998) mandate which defines curriculum for all WA schools and require responsive teaching to cater for the myriad range of learners apparent in classrooms. Differentiation authors suggest how teachers may differentiate classroom elements of ' content', 'process'. 'product' and 'learning environment' and design curriculum in response to student needs and address learner characteristics of 'readiness', 'interest', 'learning profile' and 'affect'. Teachers' interviews in this study highlighted how students enter Year 8 with a range of prior primary school second language learning experience that differs in terms of intensity, duration or type. Students in transition to secondary school may therefore be both beginners and continuers of the Japanese language and be in the same Year 8 class.

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Evans, Simone Kirsten School of Modern Languages UNSW. "How can teachers best enable adult English language learners to interact verbally?" Awarded by:University of New South Wales. School of Modern Languages, 2004. http://handle.unsw.edu.au/1959.4/20512.

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The study revolves around the delivery of an ESOL (English to Speakers of Other Languages) program on conflict management in the workplace to a small group of adult learners studying in a private educational institution in Sydney, Australia. The program was of four days???? duration, and was delivered over a four-week period. It involved both in-class and out-of-class tasks, and required learners to analyse their own discourse practices, those of other learners, and those of the speech community in which they were living. The program had two principle objectives. Firstly, it asked whether learners are able to modify their discourse practices at will in order to achieve successful negotiation outcomes. Secondly, it explored the effect of deliberately altered discourse styles on perceptions of learners held by speech community members. The methodology employed to achieve these objectives was ethnographic in nature and involved the following processes: 1. Learners were video-taped negotiating with other learners before and after the program. 2. Learners undertook the program aimed at increasing their ability to negotiate in business environments using culturally appropriate spoken language in conjunction with compatible prosodic and paralinguistic features as well as conversation management strategies. Learners kept diaries of their experiences and self-evaluation, and were interviewed following the course. 3. A group of nine native speakers of English viewed the 'before' and 'after' video-tapes and completed a survey aimed at collecting and quantitatively measuring (change in) their perceptions of the learners. This change was statistically analysed using a repeated-measures t test. The effect proved statistically significant overall; t(80) = 1.990, p>.01, two-tailed. 4. The 'before' and 'after' negotiations were then analysed by the researcher using ethnomethodological Conversation Analysis, modified to include some aspects of facial expression. The implications of the findings for teaching 'Business English', 'Global English' and 'Speaking' more generally are then discussed.

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Mathayomchan, Somsuda. "Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849681/.

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This research examines the efficacy, if any, of the Music and Visual Arts (MVA) program in improving the English vocabulary development of first grade Thai students. The researcher developed the Vocabulary Recognition Assessment (VRA) as a measure of English vocabulary development. It employs the accuracy and rapidity method of word recognition as a measurement of English language development in Thai children. Forty first grade Thai students in a Bangkok elementary school participated in the study. Participants were divided equally between an experimental group and a control group. During a nine-week period, students in the experimental group were instructed with the MVA strategy, while students in the control group were taught with the Visual Arts (VA) strategy. Paired sample t-test, ANOVA, and ANCOVA were used to analyze data from the VRA, to compare the pre-test and the post-test in terms of accuracy scores and rapidity scores of the control group and the experimental group. Data revealed that students instructed with the MVA strategy improved their English vocabulary development in terms of accuracy of word recognition significantly more than students taught English using the VA strategy. No significant difference was found between the MVA strategy and the VA strategy in terms of rapidity of word recognition. The MVA strategy could be a useful strategy for Thai early childhood teachers to use in helping Thai children learn English vocabulary.

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Kunyot, Taweesak. "Developing the English oral competency of tourism industry students by means of a genre-based ESP approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/676.

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The purpose of this study is to establish a theory-based process for the improvement of the English oral competency of Thai tourism industry students and determine how far practical needs superseded theoretical demands. It was done firstly, by examining an, blending genre and ESP theories in order to establish a genre-based ESP oral English teaching method, and secondly, identifying the specific features of the most common genres in the target language used by Thai tourist guides by means of genre analysis. Thirdly, the perceptions of the personnel managers of tour agencies and tourists towards the oral competency of Thai tour guides were explored before reaching the final stnge of developing and teaching the course for teaching English for tour guides in Rajabhat Universities.

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Chinen, Glenn Y. "Language process errors in year 9 mathematics problem solving : a multi-strategy language-based intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/197.

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In the past two decades there has been a growing body of literature acknowledging and supporting the important role that language plays in the teaching and learning of mathematics. There have been numerous and significant research studies drawing special attention to the influence of language factors on mathematics learning. These studies have also indicated the inappropriateness of many remedial mathematics programs in which there is an over-emphasis on the revision of standard algorithms instead of a focus on language based activities (Markshoe, 2000). There appears to be a lack of research that gauges the effectiveness of intervention programs specifically focusing the literacies needed for mathematics.

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Shand, Jennifer. "From essay to resumé : a study of writing genre and discursive positioning in senior school English." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/465.

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In 2004, the Western Australian government signalled its intention to increase the school leaving age from 15 to 17 by 2008 (Carpenter, 2004). During the period from 2004 to 2006, increasing numbers of young Western Australians completed twelve years of secondary school. For English faculties in Western Australian schools, this resulted in a notably diverse cohort of students undertaking compulsory English studies in their final two years of school. The central aim of this thesis was to examine what it means to be a writer in senior school English. In doing so, the thesis investigated the construction of student writing identities in an environment where increasing numbers of students progressed through senior school with the intention of pursuing pathways other than university. In this setting, students were offered a range of English subjects, each of which represented and promoted particular writing identities, and access to specific opportunities for learning about genre. The thesis explored the role of environmental and discursive features in shaping student writing identities through the selection, presentation and construction of genre. In this process, it examined the discursive framing of writers through the key features of writing in curricula, policy, seminal discourses of the English subject area, teacher interpretation of curricula and the texts students construct. A review of the literature, particularly the recent work of Kress (2005, 2006), Bourne (2003) and Kress, Jewitt, Bourne, Hardcastle, Jones, and Reid (2005) suggests that the factors shaping writing identity in the English subject area emanate from both the local contexts of the classroom and broader cultural and institutional contexts. In order to analyse and interpret the influence of broader social and cultural values and practices, a discourse analysis (Bernstein, 1990, 1996, 2000) has been applied to policy, curriculum and classroom practice. To do this specifically, Bernstein’s notion of pedagogic discourse has been used to explain how educational contexts were framed through regulative discourses that shape social order and outline how learning takes place. Additionally, using Bernstein’s framework, the thesis explored how opportunities for learning and access to particular forms of genre were framed at the level of policy and curriculum. Central to this investigation of identity has been an analysis of how the selection, presentation and construction of genre discursively positions students. It drew upon the theoretical framing of genres as culturally embedded templates, which influence the features of texts and the parameters of successfully constructed texts (Feez, 2002; Macken-Horarik, 2002, 2006a; Martin, 1985, 2002, 2009). The thesis examined the discourse roles (Smidt, 2002, 2009) offered to students and their own attempts to establish identities as they engaged with the genres they encountered. To examine the nexus between identity, genre and discourse, the thesis has utilised Bakhtin’s (1986) notion of the discourse community and its use in studies of genre (Hyland, 2010; Ivanic, 2006; Smidt, 2009). Aspects of systemic functional linguistics (Butt, Fahey, Feez, Spinks & Yallop, 2000; Halliday, 1978, 1994; Halliday & Hasan, 1985) have been employed to identify and interpret some of the linguistic resources presented to students and the ways students appropriated and transformed these. In doing so, the research drew upon investigations of the positioning of students writers in subject English through a number of discourses and practices (Bourne, 2003; Christie, 2002b, 2005a, Christie & Derewianka, 2008; Christie & Macken-Horarik, 2007; Kress et al., 2005). A case study methodology provided the primary research design. Elements of the ethnography were used as interpretative tools, and the thesis incorporated the social semiotic ethnography (van Leeuwen, 2005a, Vannini, 2007). Data from a range of sources were used including policy and curriculum documents, teacher and student interviews, classroom observations and text analysis.

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Kazemi, Ali School of Modern Language Studies UNSW. "A systematic study of self-repairs in second language classroom presentations: with some reference to social variables and language proficiency." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/24298.

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Self-repairs have been the subject of investigation in a number of research areas, notably psycholinguistics and conversation analysis. This study has aimed at the examination of self-repairs in second language classroom presentations. Specifically, it has sought to gain insight into self-repairs in naturally occurring talk and to explicate the possible relationships between the variables of age, sex, and educational background and self-repair behaviour of L2 speakers as well as the possible link between self-repair and proficiency. Accomplishing these required a scrutiny of individual self-repairs and their classification. However, the classifications which have traditionally been used in the psycholinguistic approach suffer from a number of shortcomings, as they are usually based on the analysis of surface forms of self-repairs. Because of the subjectivity involved in this process, there has been considerable variation in terms of classes of self-repairs and also the decision as to where a given self-repair belongs. An in-depth analysis of self-repair data revealed that self-repairs do cluster into categories. This analysis also yielded a set of features which are relevant to the study of self-repairs. In addition to showing that the established categories are mutually exclusive, comparison of major categories of self-repairs according to these features, which characterise the trajectory of self-repairs, resulted in the explication of a number of regularities in the way L2 speakers carry out self-repairs. Having established a data-driven classification of repairs, an attempt was made to see whether learner variables of age, sex and educational background have any significant effect on self-repairs. It turned out that none of these variables have a significant effect on self-repairs. In addition, it became clear that while beginning, intermediate, and advanced L2 speakers have been shown to demonstrate significant proficiency-related differences, these differences fade away when they come from the same proficiency level.

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Turner, Elisabeth. "Factors in the development of early childhood distance education curriculum materials for language and literacy in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1079.

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Many factors influence the changing nature of education: family structures, cultural diversity, rapid technological change, social conditions. In response to these changes the Curriculum Framework for Western Australian schools has been developed to establish the learning outcomes expected of all students from K-12. Students in isolated and distance education settings are supplied curriculum materials designed to meet their diverse educational needs. This study presents one snapshot of an ongoing research project in which new language and literacy curriculum materials for early childhood distance education learners were developed, trialled and further developed. Some factors that appear to be important in the development of early childhood distance education curriculum materials for language and literacy in Western Australia were identified through the use of grounded theory and explored through the development of draft and final curriculum materials for K-3 students in distance education. These factors include; state government mandated Curricufrm1 Framework and Outcomes and Standards Framework, federal government initiatives, the impact of information and communication technologies, the needs of home tutors, the diversity of students enrolled in distance education and factors related to early childhood language an literacy needs identified through the literature review. The implications highlight the need to continue to seek feedback from all stakeholders, especially home tutors and the need for frequent reviews and rewriting of curriculum materials, taking into account current literature, technologies and pedagogical change.

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Hui, Leng. "A study of intercultural discourse between mainland Chinese speakers of English and Anglo-Australians." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/672.

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Intercultural communication between mainland Chinese speakers of English and Anglo-Australians is receiving ever-increasing attention in many fields. These fields include intercultural communication. English language teaching, education and business. This study approached the intercultural communication between mainland Chinese speakers of English and Anglo-Australians from a cognitive perspective by applying the theoretical framework of cultural linguistics. The intercultural discourse produced by mainland Chinese speakers of English in the context of them interacting with Anglo-Australians was analysed. The analysis was made by employing key concepts such as schemas, cultural schemas, discourse scenarios and discourse indexicals. A body of 39 audio-taped conversations between mainland Chinese speakers of English and Anglo-Australians which ran about 50 hours was collected according to the research tradition of the ethnography of communication. The data were transcribed and examined with the “emic” and “etic” insights provided by volunteer participants and informants. Fifty live excerpts of these conversations were analysed in line with cognitive anthropology and cultural linguistics.

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Tapinta, Pataraporn. "Exploring Thai EFL University Students' Awareness of Their Knowledge, Use, and Control of Strategies in Reading and Writing." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5429/.

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The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language proficiency due to limited exposure to the second language (L2). The teacher's explanations and modeling of strategies, the participants' opportunities to discuss strategy use with peers, and extensive practice positively enhanced their development. Additionally, the learners' schema and knowledge of text structures played significant roles in their development of the two skills. These English-as-a-foreign-language (EFL) learners also developed metacognitive awareness and strategy applications, but not to the level that always enhanced effective regulation and control of their reading and writing behaviors. Combining reading and writing in English-as-a-foreign-language (EFL) instruction promoted the learners' awareness of the relationships of certain strategies for the two skills, and developed their literacy skills holistically.

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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.

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Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.

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The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.

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Bunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.

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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.
Bibliography: p. 372-438.
Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.
Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.
Mode of access: World Wide Web.
xvii, 496 p. ill

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Chayarathee, Sutaporn. "Reading comprehension, and attitude and behaviour, of students taught ESL by cooperative learning in Prathom (Grade)6 classrooms in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1329.

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A system-wide educational change has been implemented in primary, secondary and tertiary education in Thailand. One major aspect of the change was the requirement for all students from grade I onwards to study English as a second language (ESL). The change requires new methods of teaching and learning, such as cooperative learning, to be introduced in Thai ESL classrooms. This study aims to determine if cooperative learning improves English reading comprehension, and attitude and behaviour to learning ESL, compared to a Thai communicative methodology. The study was conducted in three phases. Phase 1 involved creating a linear scale of English reading comprehension and, separately, a joint scale of attitude and behaviour. Phase 2 involved an experiment group taught by cooperative learning and a control group taught by a Thai communicative group method. Phase 3 involved the trainee teachers keeping journal records of their attitude and behaviour towards cooperative learning. Reading comprehension was measured in three aspects: understanding the main facts, sequencing the order of ideas, and understanding the meaning from pictures. Data from 300 Prathom (grade) 6 students were analysed with a Rasch computer program to create a linear scale with 28 items from an initial group of 60 items. The data were shown to be valid and reliable, and to support the model behind the reading comprehension questions. Attitude and behaviour towards the ESL classroom were measured on the same scale from two aspects: teaching and learning activities, and classroom interaction tasks. Data from 300 Prathom 6 students were analysed with a Rasch computer program to create a linear scale with 24 items from an initial group of 60 items. The data were shown to be valid and reliable, and to support the model behind the attitude and behaviour questionnaire. In phase 2 of the study, the experiment involved 96 students from three primary schools in Ratchaburi, Thailand. The students from each school were randomly assigned to an experimental group and a control group. The experimental group was taught by using cooperati.ve• learning and the control group was taught by the Thai communicative method. Great care was taken to ensure that students were treated the same in all respects, except the method of learning, in both the experimental and control groups. Pretest and posttest measures were administered and significant differences tested using ANOV A (SPSS). The four main findings from the experiment (phase 2) were that: 1. Students improved their English reading comprehension under both the cooperative learning and Thai communicative group methods of teaching; 2. Students improved their English reading comprehension under the cooperative learning method significantly more than under the Thai communicative group method; 3. Students improved their attitude and behaviour towards learning English as a second language under both the cooperative learning and Thai communicative group methods of teaching; and 4. Students improved their attitude and behaviour towards learning English as a second language significantly more under the cooperative learning method than under the Thai communicative group method of teaching. In phase 3, the trainee teachers recommended implementation in teacher training of the results of this study in teaching cooperative learning methods in Thailand. The findings have implications for English teachers, administrators, teacher educators and for future research in Thailand.

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Yoo, Joanne. "A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn." University of Sydney, 2008. http://hdl.handle.net/2123/4132.

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Doctor of Education
The teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’

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Paolino, Annamaria. "An interdisciplinary intervention : the potential of the Orff-Schulwerk approach as a pedagogical tool for the effective teaching of Italian to upper primary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/557.

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Since the second half of the twentieth century, Italian has been the second language spoken in Western Australia. In the primary school sector, there are over two hundred Italian teachers engaged with primary students. Many Italian teachers also use music/song as a pedagogical tool. The first part of the research examines the extent that music/song is used in primary Italian classes, as well as how and why they are used. The second part of the research centres on the use of the Orff-Schulwerk approach as an integrated music approach to teaching Italian. The research examines the success of a trialled intervention with a group of upper primary Italian language teachers, as well as exploring the support that is required to support Italian as a second language specific to upper primary contexts. The research findings conclude that the novelty of the Orff-Schulwerk approach is considered effective in the teaching and learning of Italian. However, the research also highlights a number of constraints, which need to be addressed if teachers are to provide students with a rich and engaging curriculum.

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Maneekul, Jarunee. "The Effects of Computer-Assisted Instruction on the Achievements and Attitudes of Private Postsecondary Vocational-Technical Students in a Supplementary English Course in Thailand." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278801/.

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The purpose of the study was to determine the effects of normal instruction supplemented by the computer-assisted instruction English program Grammar Game on achievement and attitude scores of vocational-technical students in Thailand. The experimental design was a 2 x 2 factorial ANOVA design. One hundred seventy-eight students at the Lanna Polytechnical College in Thailand were randomly selected from the population of 10 classrooms. Four classes were intact groups, with two classes randomly assigned to the experimental groups which received Lecture/CAI and the other two as control groups which received Lecture. The 89 students in each group were divided into high- and low- ability, based on their previous English scores. Subjects received treatment for nine weeks. Pre-test and post-test instruments on achievement and attitude were administered to both groups. The Statistical Analysis System (SAS), and the General Linear Model (GLM) package computer program yielded the MANOVA results. Based on data analysis, the findings were as follows: (1) There was a significant difference between the students in a Lecture/CAI English program and the students in a Lecture English program when they were compared simultaneously on the achievement and attitude scores, F(l, 176) = 18.97, p < .05. (2) There was no significant interaction between the types of teaching methods and levels of ability when achievement was used as the dependent variable, F(l, 174) = .48, p > .05. (3) There was no significant interaction between the types of teaching methods and levels of ability when attitude was used as the dependent variable, F(l, 174) = .06, p > .05. The conclusion was that normal instruction supplemented by CAI improved achievement and attitude scores. On the other hand, the effect of two types of methods on achievement remained the same for high- and low-ability students and so did the effect of two types of methods on attitude. Future research should examine different CAI software packages, CAI within a full year, the effects of ability on achievement and attitude, background knowledge, more levels of independent variables, characteristics of an effective CAI program, and a case study with larger population in Thailand.

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Grote, Ellen. "An ethnography of writing : the writing practices of female Australian indigenous adolescents at school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1675.

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The lack of success in addressing the educational needs of Aboriginal English (AbE) speaking adolescents is evidenced by consistently lower outcomes in literacy than those of their non-Indigenous peers. Differences in literacy levels between Indigenous girls and boys suggest that gender is an influential factor in literacy achievement. This ethnographic study explores cultural and gender influences on the writing practices of a group of female Indigenous adolescents in the cross-cultural context of an urban Western Australian secondary school.

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King, Oksana. "Study and teaching of German at universities in Ukraine and Australia." 2009. http://repository.unimelb.edu.au/10187/6721.

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The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on quantitative and qualitative data which were collected from students and teachers of German in selected universities of Ukraine and Australia. The following research questions were formulated: 1. What are the structure and objectives of the German language program at Ukrainian and Australian universities? 2. What are the peculiarities of the German language curriculum and teaching methodology in the universities of Ukraine and Australia? 3. What are students’ motives to study German in Ukraine and Australia? 4. What are students’ and teachers’ perceptions of the curriculum, content and teaching? 5. How do students themselves evaluate their present language skills, and those expected to be acquired by the end of the course? 6. What are the advantages and disadvantages in both education practices?
Each country’s distinctive social and pedagogical factors, such as language policy, attitudes towards languages and pedagogical tradition were taken into account.
The research was conducted at universities in Kyiv, Kharkiv and Lviv (Ukraine) and Melbourne (Australia). A combination of quantitative and qualitative methods was adopted which included student and teacher questionnaires, interviews, classroom observations and study of departmental programs and policy documents. In general terms, it was revealed that: Substantial differences exist in areas such as curriculum, teaching methods and approaches, content and student motivation for studying German. Although education systems in Australia and Ukraine are different, learners in both countries have similar aims and expectations from their language course, and their perceptions of a good language course are also similar. Students in both countries expressed an urgent need for an increase in the communicative component and greater exposure to practical, up-to-date lexical and grammar material in order to be able to communicate effectively. In Australia there is a mismatch between the course objectives and content outlined in the program and what is really taught in the class In Ukraine, a shift has occurred towards more practice-oriented and integrated language learning/teaching; however there is a great need for the creation of better conditions for acquisition of communicative skills and up-to-date vocabulary.

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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai Mungthaisong." Thesis, 2003. http://hdl.handle.net/2440/22054.

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"August 2003"
Bibliography: p. [1-29]
xii, 210, [166] p. : ill. ; 30 cm.
This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction.
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, Discipline of Linguistics, 2004

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陳柔均. "A study of Chinese teaching as a foreign language at Radford College in Australia." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/de7rgs.

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碩士
國立新竹教育大學
中國語文學系碩士班
104
Abstract Australia is a nation of immigrants. Immigrant families cover the country far and wide and these families often use multiple languages. In 2012, the Australian government released the“Australia in the Asian Century White Paper,”which described Asia as having the dominant role in international economics and politics. This portrayed the importance of Australia capitalizing on opportunities in Asia. Consequently, Asia-related research and study began to become more important in school curriculums. When the frequency of trade between China and Australia increased, so did the importance put on learning Chinese language in Australian schools. The Australian government has begun focusing on relevant courses that will help the next generation of Australian students grow into a more Asia-oriented world. An example of this more Asia-oriented study is present at Radford College. Radford College is both a primary and a secondary school. Chinese language courses are mandatory for primary students. For secondary students, Chinese language courses are an elective. In the primary school, students are exposed to Chinese language courses for up to fifty minutes a week. In order to improve students’ motivations towards learning Chinese and increase their interest, teachers try to use various teaching methods through multimedia, songs, games, and more. Teachers emphasize the diversity and necessary autonomy in Chinese language learning. Unfortunately, the teachers’ attempts to make the classroom more “interesting” impeded upon the students’ ability to improve their Chinese. Often, in the primary school, students did not develop Chinese language vocabularies that excelled compared to the ones they began the semester with. After a semester, the Chinese students in Radford College’s primary school could not complete a satisfactory sentence when speaking Chinese. Due to this teaching style in Radford College’s primary school, when entering secondary school the students were forced to adjust to self-learning. They also had a lack of knowledge about Chinese radicals by the secondary stage (which are commonly regarded as the building blocks of Chinese language and characters), which forced the secondary school teachers to spend much class time teaching students the basic components of Chinese. Parents have an optimistic attitude toward Chinese language courses when the students are in primary school, but wonder why their students cannot join the advanced curriculum when graduating to the secondary school. This situation reflects the fact that certain changes need to be done to Redford College’s Chinese curriculum in order to both satisfy the Australian government’s emphasis on proficient Asian studies students and to provide students with the best tools for their own self-improvement. Otherwise, the students’ Chinese capabilities will suffer, and the future generation of Australians will not have the necessary capabilities to handle an Asian-dominated international environment. In the primary school, students are only exposed to Chinese for fifty minutes each week. The Radford College primary school’s Chinese teacher attempts to expose the students to Chinese language contextualization, but the time allotted to Chinese learning and this method prove to be grossly inefficient. In the primary school, classroom time is not utilized competently, and the Chinese language students’ comprehensive development is stagnated. In the secondary school, students are able to choose Chinese language courses as an elective. There are three courses each week for a total of three hours per week dedicated to Chinese language learning. The students in the secondary school are highly motivated and have clear learning objectives, which leads to positive learning outcomes, student attitudes, and parental support. In this situation, the teacher clearly has a target when constructing and conveying the lesson. The learning environment in the secondary school is relatively rigorous—in Radford College’s primary school, the teacher values student participation alone. However, in the secondary setting, students were required to complete listening, speaking, reading and writing benchmarks. Thus, for the high school students, self-learning standards were set very high. Key words: teaching Chinese, second language, Australia, Chinese language education, Radford College

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Liando, Nihta V. F. (Vera Frelly). "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia." 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Bibliography: leaves 211-227. This thesis addresses the implications of language policy for foreign language teaching practice. It specifically looks at the implementation of language policy on the practice of teaching English in Indonesian and Thai primary schools as well as on the practice of teaching Indonesian in Australian primary schools.

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Glew, Paul J., University of Western Sydney, and Centre for Educational Research. "Learning and teaching in ESL : perspectives on educating international students in Australia." 2008. http://handle.uws.edu.au:8081/1959.7/41785.

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This Doctor of Education (EdD) portfolio addresses the learning by and teaching of English to full-fee-paying international students from language backgrounds other than English in a secondary school setting in Australia. It focuses on the two strands of English second language (ESL) learning and teaching in schools. The first of these is ESL for the general school curriculum in New South Wales (NSW). The second is English language intensive courses for overseas students (ELICOS). The EdD portfolio consists of two volumes. Volume 1 consists of five published journal papers, two refereed papers and one unrefereed paper published in national, state or local conference proceedings. These papers examine theory, pedagogy and teacher knowledge about English language education for high school aged international students. English language programs for overseas students are now a global market driven by commercial interests. I argue for an increased understanding of the needs of overseas students in the Australian education system, and that quality English language education and student welfare are both central to an effective ELICOS program for high school aged international students. Volume 2 comprises a resource for policy makers, principals and teachers entitled ‘Excellence in ELICOS: A Resource for quality preparation programs for high school aged international students in Australia’. Volume 2 is informed and underpinned by the scholarship, research, and theoretical work presented in Volume 1 but also draws on the author’s professional experience of implementing a holistic approach to international student welfare and English language education in a secondary school in NSW. Volume 2 presents a practical framework, approach and supporting resource that might assist in the establishing, implementing and sustaining of quality, intensive English language courses that are sensitive to the diverse educational and welfare needs of overseas students. Volume 2 was developed in response to the needs and demands of principals and teachers for proven, research driven curricula and policies that meet the needs of the growing population of international students enrolled in NSW secondary schools.
Doctor of Education (Ed.D.)

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Mansouri, Fethi. "A discourse approach to the acquisition of Arabic subject-verb agreement by Australian learners." Master's thesis, 1995. http://hdl.handle.net/1885/143910.

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Ogi, Naomi. "A study of teachers' awareness of teaching culture : in the case of Japanese beginner's class in Australia." Thesis, 2005. http://hdl.handle.net/1885/151616.

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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia / by Nega Worku Debela." Thesis, 1995. http://hdl.handle.net/2440/18659.

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van, Ommeren Marijke. "Language maintenance among the Dutch in Canberra." Master's thesis, 1987. http://hdl.handle.net/1885/133884.

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Seen as 'the best assimilated migrants', the Dutch were popular migrants in the fifties, when migration from the Netherlands to Australia reached its peak, but by 1984 they had slipped to 6th place in popularity, according to a mid-year opinion poll. Nowadays they form what is very much a greying group, since hardly any new Dutch migrants are settling in Australia. The figures in chapter 4 Table 1, show that in the ten years bet\AJeen 1975 and 1985 on ly 10,956 Dutch settlers arrived in Australia, and that in the same period 3,112 Dutch settlers left. While the Dutch formed the fourth largest group of non-English speakers in 1983, it may not be long before they cease to get separate mention as an ethnic group. It is thus important to look at Dutch speech in Australia now, while sufficient first generation Dutch speakers remain, especially since hardly any of their children have learned to speak Dutch.

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Kennett, Belinda. "A crossectional study of the Japanese of Australian high school students after one year in Japan." Master's thesis, 1990. http://hdl.handle.net/1885/133860.

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One of the perennial problems faced by language teachers is how to assess learners' language skills reliably to place them at suitable levels in courses. Learners who have lived In a community where the target language is spoken pose the greatest problem in terms of where they should be placed because while they frequently lack the accuracy In grammatical form of students who have studied the language formally, they have skills in pragmatic areas (communicative ability) which have traditionally played only a minor role in foreign language teaching.

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Nakamura, Kikuko. "Problems encountered by non-native Japanese speakers in learning giving and receiving verbs in Japanese." Master's thesis, 1996. http://hdl.handle.net/1885/144409.

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Waelateh, Bordin. "A grid and group explanation of educational preferences in English as a foreign language teaching a case study of Thai university classrooms /." 2009. http://digital.library.okstate.edu/etd/Waelateh_okstate_0664D_10382.pdf.

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Samaranayake, Sarath Withanarachchi. "The effects of authentic materials using role-playing activities on oral proficiency : a case study of Thai undergraduate students." Diss., 2012. http://hdl.handle.net/10500/6029.

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This study investigates the effects of authentic materials and contextually-developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually-developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually-developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education.
English Studies
M.A. (TESOL (Teaching English to Speakers of Other Languages))

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Crozet, Chantal. "Language teachers & the teaching of culture : insights into the interface between theoretical discourses, context and practice based on an Australian case study." Phd thesis, 2005. http://hdl.handle.net/1885/148460.

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Kawaguchi, Satomi. "Referential choice by native speakers and learners of Japanese." Master's thesis, 1996. http://hdl.handle.net/1885/144399.

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Dissertations / Theses on the topic 'Thai language Study and teaching Australia'

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