Tesis sobre el tema "Classroom language learning"
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Mwange, Sepiso. "Process drama : affecting the second language learning classroom". Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20618.
Texto completoMarzell, TerryLee Hutton. "Constructing experiential learning in the language arts classroom". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2013.
Texto completoJohansson, Christina. "Learning to Learn : Multiple intelligences in the language classroom". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32042.
Texto completoSugrañes, Ernest Caterina. "A plurilingual approach to language teaching and learning in Catalonia: Using heritage languages in the additional language classroom". Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/403850.
Texto completoEsta tesis estudia los efectos de la adopción de un enfoque plurilingüe de la enseñanza y el aprendizaje de lenguas en un aula de lengua adicional de una escuela pública de Barcelona con 45 alumnos de 10 y 11 años. Un período de observación inicial conduce a la hipótesis de que el reconocimiento y el uso de las lenguas de origen de los alumnos es relevante para su identidad plurilingüe. El estudio tiene como objetivo evaluar si promover la identidad plurilingüe puede afectar la motivación y las actitudes hacia las lenguas, por un lado, y el rendimiento académico (catalán, castellano e inglés) de la otra. Finalmente, también se plantea la hipótesis de que la adopción de un enfoque plurilingüe puede afectar las actitudes de la maestra de lengua hacia las lenguas y su enseñanza y aprendizaje. Basado en un Enfoque Plurilingüe Integrado (EPI) (Esteve y González Davies, 2016), se emplean dos herramientas pedagógicas de translanguaging: TOLC (Traducción para otros contextos de aprendizaje), (González Davies, 2012, 2014) y LITS (Textos de identidad de lengua), una adaptación de los textos de identidad de Cummins (2001, 2009) con el fin de crear cuentos en inglés y traducirlos en las diferentes lenguas presentes en el aula. Siguiendo un enfoque mixto de la Grounded Theory (Teoría fundamentada en datos), se recogen datos cuantitativos y cualitativos. Las principales conclusiones del estudio son que la adopción de un enfoque plurilingüe hacia la enseñanza y aprendizaje de lenguas es relevante para la identidad plurilingüe. A su vez, la identidad plurilingüe afecta significativamente la motivación del alumno y su deseo hacia el aprendizaje de lenguas. Además, el rendimiento académico no se ve afectado por la adopción de un enfoque plurilingüe y la conciencia lingüística de los alumnos y su actitud hacia las lenguas y su aprendizaje aumenta. Finalmente, también se concluye que la maestra de lenguas ha tener una competencia plurilingüe para enseñar lenguas.
This thesis studies the effects of adopting a plurilingual approach to teaching and learning languages in an additional language classroom of state primary school of Barcelona with 45 pupils aged 10 and 11. An initial observation period leads to the hypothesis that acknowledging and using the heritage languages of pupils is relevant to their plurilingual identity. The study aims to assess whether plurilingual identity encouragement may affect motivation and attitudes towards languages on the one hand, and academic achievement (Catalan, Spanish and English) on the other. Finally, it is also hypothesised that adopting a plurilingual approach may affect the language teacher’s attitudes towards languages and language teaching and learning. Based on an Integrating Plurilingual Approach (IPA) (Esteve & González Davies, 2016), two translanguaging pedagogical tools are employed, namely TOLC (Translation for Other Learning Contexts), (González Davies, 2012, 2014) and LITS (Language Identity Texts), an adaptation of Cummins’s identity texts (2001, 2009) in order to create storybooks in English and translate them into the different languages present in the classroom. Following a Grounded Theory and mixed-method approach, quantitative and qualitative data are collected. The main conclusions of the study are that adopting a plurilingual approach to language teaching and learning is relevant to plurilingual identity. In turn plurilingual identity significantly affects pupil’s motivation and desire towards learning languages. Also, the academic performance is not affected by adopting a plurilingual approach and the pupils' linguistic awareness and attitude towards languages and language learning increases. Finally, it is also concluded that the language teacher must be plurilingualy competent in order to teach languages.
Sousa, Sherry Ann 1961. "PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.
Texto completoHankvist, Annikki. "Technology in the English Language Classroom : Computer-Assisted Grammar Learning". Thesis, Linköpings universitet, Utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144495.
Texto completoHarrison, Andrew. "Systems for analysing and assessing language learning in the classroom". Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/systems-for-analysing-and-assessing-language-learning-in-the-classroom(1100acff-f2af-450e-a5c5-738ae0ede889).html.
Texto completoHarvey, Selena. "Learning English in the multilingual classroom: Student Voices". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29793.
Texto completoZheng, Yawen. "Behavioral Culture in the Chinese Language Classroom". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313666561.
Texto completoMaiklad, Chamaipak. "The beliefs and practices of Thai English language teachers". Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367985.
Texto completoKostaras, Vasiliki. "Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom". Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26281.
Texto completoČekaitė, Asta. "Getting started : Children’s participation and language learning in an L2 classroom". Doctoral thesis, Linköpings universitet, Tema Barn, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7389.
Texto completoThe present thesis investigates L2 learners’ participation and language learning in a Swedish immersion classroom (ages 7-10). The data consist of video recordings and observations of classroom (and recess) activities, during one school year. Methodologically, the present thesis combines insights from language socialization with detailed transcriptions and analysis, inspired by conversation analytic approaches. More specifically, the learners’ communicative practices are studied as they emerge in the interactional ecology of a specific classroom, situating Swedish language (L2) development within the concrete classroom experiences of the learner. Three communicative practices were recurrently identified in the children’s classroom repertoires: (i) summonses; (ii) self-selections; (iii) language play, including metapragmatic play. The findings are documented in four studies. The first article focuses on how L2 novices solicit the teacher’s attention during individual seatwork. It illustrates how the novices upgraded their attempts to secure the teacher’s attention by employing multimodally structured summons turns, involving affective stances and displays of classroom artefacts. In the second study, an L2 novice’s self-selections in teacher-fronted (conversational) activities are analysed in a longitudinal perspective, showing how participation in such activities was related to language, and interactional skills, that were consequential for ‘learner’ identity in the classroom community. The third study explores the children’s metapragmatic play and demonstrates how they created joking episodes, involving transgressions from local classroom norms. Finally, the fourth study analyses children’s spontaneous form-focused language play. It demonstrates that such playful episodes and transgressions from ‘correct’ language form recurrently evolved into spontaneous peer-run ‘language lessons’; a form of aesthetic explorations of language form and meaning, involving multiparty public performances. As a whole, the present studies illuminate different aspects of informal learning in language classrooms, highlighting practices that have largely escaped systematic attention in much prior work on second language acquisition.
Čekaitė, Asta. "Getting started : children's participation and language learning in an L2 classroom /". Linköping : Department of Child Studies, Linköping University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7389.
Texto completoCekaite, Asta. "Getting started : children's participation and language learning in an L2 classroom /". Linköping : Department of Child Studies, Linköping University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7389.
Texto completoMalatér, Luciani Salcedo de Oliveira. "Teacher's beliefs on foreign language teaching and learning: a classroom study /". Florianópolis, SC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77854.
Texto completoMade available in DSpace on 2012-10-17T08:07:04Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T00:23:15Z : No. of bitstreams: 1 172709.pdf: 2276695 bytes, checksum: 57f2b56e144524a3997c26af5c9e2d1a (MD5)
Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.
Texto completoRocha, Josiany Salles. "Translation and Perspective Taking in the Second Language Classroom". Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1277243660.
Texto completoTee, Andrew. "Chinese whispers : an investigation into the language of the mathematics classroom". Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365091.
Texto completoFerguson, Prince Michael. "Exploring visual learning in the basic writing classroom". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2395.
Texto completoRuesch, Ashley. "Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2961.pdf.
Texto completoNichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.
Texto completoKullberg, Tobias. "Swedish teachers’ and students’ views on the use of ICT in the English classroom". Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13624.
Texto completoHaworth, Avril. "The classroom as a heteroglossic space : dialogic talk in small group interaction". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302366.
Texto completoBoschmans, Shirley-Anne Inez. "Teaching pharmacology: issues of language and learning in a multilingual classroom setting". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1013398.
Texto completoKosunen, Kristoffer. "Adult Language Learning : Using Minigames to teach Vocabulary in the ESL Classroom". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13103.
Texto completoLin, Ming Huei. "Blog assisted language learning in the EFL writing classroom : an empirical study". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3489/.
Texto completoLee, Eunsil. "Learning Language and Culture outside the Classroom: Korean Study Abroad Students' Experience". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29577.
Texto completoPh. D.
Keller, Jessica. "Will's Words: Using Language-Learning Technology to Teach Shakespeare in the Classroom". Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1556983934107981.
Texto completoBlackwell, Deborah. "Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271781/.
Texto completoKounatidis, Jannis [Verfasser]. "U-Shaped Learning and Restructuring in the Foreign Language Classroom / Jannis Kounatidis". Mainz : Universitätsbibliothek Mainz, 2020. http://d-nb.info/1212690974/34.
Texto completoJohnson, Brianna. "Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.
Texto completoKarlström, Petter. "CALL of the Wild : Using language technology in the second language classroom". Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8508.
Texto completoRegenhardt, Bessie y Lina Wall. "An Explorative Study of English Learning in Second Language Classrooms". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31842.
Texto completoThis study looks at how pupils perceive and their learning of the English language, juxtaposed to what the teachers believe about the pupils’ learning. Sometimes, it is taken for granted that the methods and the way a teacher goes about teaching pupils is the best way to go about a lesson. However, research shows that pupils tend to have a learning style preference which means that a method that works for one pupil is not necessarily the one that works for other pupils. The focus in this study is on how pupils feel about their learning and their learning environments as they give suggestions on improvements they wish to make. The teachers also discuss means they believe work best for their pupils and what they think their pupils feel about their learning environments. The study is an explorative one and was carried out through the use of questionnaires with open-ended questions. The questionnaires were distributed to pupils and their teachers in three English classes at one upper secondary school. In conclusion, it is discussed that for any learning to take place, there has to be a mutual understanding of the learning process. This study brings to light that pupils have learning preferences, therefore teachers have to be aware of these in order to facilitate the learning process.
Hlebnikovs, Pjotrs. "Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom". Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.
Texto completoB, Dunn Laura. "Intercambios : integrating community exchanges into the language classroom-challenges, logistics and inspiration through the process /". Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,294.
Texto completoChang, Yueh-Ching. "Discourse and identity in online language learning a case study of a community college ESL classroom /". Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019822811&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274718861&clientId=48051.
Texto completoIncludes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
Ohara, Tetsushi Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Design of learning environment for beginning level Japanese education: classroom as a community". Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43588.
Texto completoAsay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.
Texto completoKalliokulju, Victoria y Julia Eriksson. "Teachers' views on working with Music in the English Language Classroom". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34597.
Texto completoShrewsbury, Eric-Gene Jackson. "Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26144.
Texto completoPh. D.
Renner, Sacha B. "Implementing culturally responsive pedagogy in a secondary English classroom". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Renner_S%20%20MITtheisis%202007t.pdf.
Texto completoLugoloobi-Nalunga, Maureen. "Teaching and learning English in a multilingual classroom : A study of code-switching in an EFL/ESL teaching/learning situation". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31682.
Texto completoDenna rapport syftar till att ta reda på om kodväxling är en tillgång eller ett problem i ett flerspråkigt klassrum. Syftet med studien var att ta reda på vilken effekt kodväxling till annat språk har på andraspråksutveckling och vilka lärande-/undervisningssituationer som framkallar kodväxling. Genom klassrumobservationer, intervjuer och ett frågeformulär samlades data in.Tidigare forskning och resultaten från denna studie visar att kodväxling är ett naturligt fenomen i andraspråksutveckling och att den har en positiv inverkan på språkutvecklingen, eftersom den fyller ett stort antal funktioner i klassrummet, inklusive ökning av ordförrådet och begreppsförståelsen, fungerar som hjälp när det som läraren säger behöver betonas eller förtydligas, lärandestrategi för andraspråksinlärning, och hjälper slutligen elever att underhålla och utveckla sitt andraspråk.
Svensson, Anette. "Teaching English in a diverse classroom: Difficulties and possibilities". Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105863.
Texto completoNeuharth, Jay Stanley. "Empowering ESL Students for Out of Classroom Learning". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4909.
Texto completoMujkic, Suana. "A Case Study: The use of multimodality in Second Language Learning Classroom Assignments". Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8433.
Texto completoAqeel, Khalid Abdulrahman. "The effect of classroom instruction on students reading achievement in English". Thesis, University of Salford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252982.
Texto completoAldabbus, Shaban. "An investigation into the impact of language games on classroom interaction and pupil learning in Libyan EFL primary classrooms". Thesis, University of Newcastle Upon Tyne, 2008. http://hdl.handle.net/10443/1031.
Texto completoÖstman, Sonny. "Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class". Thesis, Linköpings universitet, Avdelningen för språk och litteratur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144859.
Texto completoSteyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom". Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
Texto completoMmela, Edith. "Implementing Integrated Literacy Approaches in an English Classroom in Malawi". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28025.
Texto completoPh. D.