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Tesis sobre el tema "Czech language – Textbooks for foreign speakers – English"

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Publicado: 26 de julio de 2024

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1

Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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2

Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.
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3

Emsley, Maletsema Ruth. "The effect of cultural background on comprehension of English texts by second language learners of English". Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/577.

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Thesis (M.Ed. (Language Education)) --University of Limpopo, 2011.
This study investigated the effect of cultural background on comprehension of English texts by second language learners. The study specifically aimed at determining whether cultural background had any effect on comprehension of English texts by second language learners and whether the second language learners’ cultural background could help them comprehend unfamiliar texts. The background of the study in this mini dissertation was followed by the discussion on the literature available on this topic. This study followed a case study design which utilized 89 respondents from the Further Education and Training band of a rural secondary school in the north of Limpopo province. Data was obtained through the completion of questionnaires and answering of questions from a comprehension test based on English culture. The findings showed that there was no total comprehension of the text by learners who use English as a second language. Learners of English as a second language need to possess specific cultural schemata to comprehend texts that are unfamiliar to them. This study was informed by the schema theory. There is a significant effect of cultural background on the comprehension of English text by second language learners. KEY WORDS: Schema theory. Culture Comprehension. Cultural background
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4

Reineman, Juliana Theresa. "Examining English as a second language: Textbooks from a constructivist perspective". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2946.

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5

Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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6

Childress, Anita Gaye. "An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.

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The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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7

Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills". Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.

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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.
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8

Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.

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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces. This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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9

Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.

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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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10

Farooqui, Sabrin. "The new textbook for teaching English language in secondary education in Bangladesh : teachers' practices and training". Phd thesis, Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/12716.

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11

Zaal, Frida. "Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages". Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23932.

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The principal aim of this study was to investigate what grammar is taught by Teachers of English to Speakers of Other Languages (TESOL) in both Swedish compulsory school (years 6-9) and upper secondary school (gymnasiet), how it is taught and why. Further questions investigated what research TESOL base their teaching on, what their attitudes are in relation to the relevant curriculum, and what research into grammar teaching (e.g. approaches and methods) has revealed. The study also examined the Swedish National Agency of Education’s views on grammar teaching. Six interviews were conducted with five teachers of English to speakers of other languages working in Swedish schools, and one Czech teacher of English to speakers of other languages working at an international school. The findings were evaluated against research into grammar teaching. Although the Swedish National Agency of Education recommends that school years 6-9 should include an explicit focus on grammar, it does not specify exactly what should be taught. At upper secondary level, teaching grammar is not mentioned at all in the main syllabus. As the only reference to it is buried in the accompanying detailed explanatory notes, teachers tend to interpret the English syllabus differently. Consequently, the syllabus does not encourage equal educational opportunities. Despite the Agency’s vague recommendations, five out of the six teachers in this study do teach grammar and believe it to be a key to language learning. However, the methods used by the five Swedish teachers in this study do not appear to be research informed, and three of them rely heavily on the textbook producers’ choice of grammatical items to focus on. On the other hand, the teacher in the international school clearly uses methods that are research informed. One of the problems appears to be that the teachers in Sweden do not have easy access to current research findings that are comprehensive and non-conflicting, neither during their time at university nor in their working life.
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12

Tam, Fung Yi May. "Genre analysis of the reading passages in two series of textbooks used in Hong Kong and the People's Republic of China". HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/384.

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13

Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.

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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan. First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan. The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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14

Bozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.

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This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.
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15

Lu, Vivian Yann-Ling. "The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5171.

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The English textbooks evaluated are used to prepare students for the competitive high school entrance examinations in Taiwan, thus students spend a great deal of time studying them. Though the textbooks were stated to be designed for language and cultural learning purposes, it seems no study exists that examines to what degree there is clear articulation between the government's stated culture learning goal and actual textbook content. Therefore, this study examines to what degree the textbooks allow students to reach said goal, that is, "to increase culture awareness of the societies and cultures of foreign countries and our own" (Junior High English Language Curriculum 1985, p.l). This study intends to answer five major questions: (1) what is the scope of the cultures presented?; (2) what sub-cultures represent Chinese and foreign cultures?; (3) what is the nature of inter and intracultural interactions between characters?; ( 4) what level( s) of culture do the textbooks deal with?; (5) how is the socio-cultural information presented? Hernandez's dissertation (1986) was followed in developing this study: the coding system was developed to correspond to the five questions above, and content analysis was the study method used. Data was gathered from two textbooks. Research revealed that the textbooks did not reflect the stated cultural study goal. The textbooks provided a narrow spectrum of socio-cultural elements, presenting the American culture as the only representative of foreign cultures. Both American and Chinese socio-cultural elements were portrayed on the surface level. Little interaction existed between Chinese and American cultures, with relationships confined to primarily acquaintances, and the issues discussed limited to daily life and trivial issues. The readings emphasized surface level culture with few attempts at linking more overt behavioral and cultural features. Most of the readings discussed information from a historical view, and the post-reading questions presented in the textbooks focused on a factual nature.
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16

Aylward, Louise. "Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.

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17

Tshotsho, Baba Primrose. "An investigation into English second language academic writing strategies for black students at the Eastern Cape technikon". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5702_1183703543.

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This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.


Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of students‟ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.

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18

Wang, Kermey. "An investigation of communication strategies of adult ESL learners". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1480.

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19

Yoo, Soyung. "Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/911.

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This study analyzed hypothetical would-clauses presented in Korean high school English textbooks from two perspectives: real language use and Focus on Form approach. Initiated by an interest in the results of a corpus study, this study discussed hypothetical would-clauses in terms of how their descriptions in Korean EFL textbooks matched real language use. This study additionally investigated whether the textbooks presented the target language features in ways recommended by the Focus on Form approach. In the past few decades, authentic language use and the Focus on Form approach have received a great amount of attention in the SLA field. Recognizing the trend in SLA as well as necessities in Korean EFL education, the Korean government has incorporated these two into the current 7th curriculum. Such condition provided the momentum for the evaluation of the textbooks in these respects. The findings show that the language features were hardly supplemented by the information drawn from real language data. In addition, there were very few attempts to draw learner attention to language forms while keeping them focused on communication as recommended by Focus on Form approach. With increasing use of the English language, it is becoming more necessary for Korean EFL learners to use English in real life contexts where understanding correct nuances and delivering appropriate expressions may be important. Also, in EFL contexts like Korea, the students may have limited access to the target language input and little opportunities to produce outputs in extracurricular settings, so the integrated methodology of Focus on Form approach, rather than just using either one of structure-centered or meaning-oriented approach, would be of greater benefit to the students. However, the results strongly indicate that the textbooks neither incorporate the language features as they occur in naturally occurring language nor present them as to facilitate the learning of both form and meaning. This study suggests that greater use of real language data and more thorough application of Focus on Form methods in the textbook writing process should be seriously considered. Thus, this study could be useful for curriculum developers and textbook writers in creating curriculum and language materials concerning the incorporation of grammar patterns based on actual language use as well as in improving textbooks with respect to the Focus on Form approach.
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20

Ji, Peijing. "Pragmatics and pedagogy : an examination of college English teaching in China". Phd thesis, Faculty of Education and Social Work, 2007. http://hdl.handle.net/2123/8121.

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21

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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22

Yildiz, Selin. "Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2052.

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23

Faulk, Songhui. "Exploring alternative methods for teaching English as a second language in Korea". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1639.

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24

Na, Pattalung Piengpen. "An Analysis of Sexist Language in ESL Textbooks by Thai Authors Used in Thailand". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9057/.

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This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.
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25

Nam, Jue Yeun. "Achieving English competence in Korea through computer-assisted language learning and crosscultural understanding". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1865.

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The purpose of this project is to address the problems and improve English as a Foreign Language (EFL) learning for the students of Korea by contrasting cultural similarities and differences and the same time utilizing computer-based instruction learning.
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26

Sibanda, Lucy. "A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006083.

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This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
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27

Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.
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28

Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.

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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.
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29

Choi, Young Mi. "An Investigation of the Cultural Values and Beliefs in English Textbooks in Korea". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/1715.

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The purpose of his study was to investigate cultural values and beliefs embedded in high school English textbooks currently used in Korea. Specifically, this study addressed the following questions: (1) What Korean cultural values and beliefs are conveyed to youth in high school English textbooks? (2) How do the textbooks' discourse and visuals convey these messages? For the study, five reading textbooks approved by the Ministry of Education (MOE) in Korea, were analyzed. Critical discourse analysis (CDA) was adopted as a main approach to investigate what cultural values and beliefs were presented in the selected chapters in these textbooks. The texts were analyzed as a whole, then on the sentence levels, and the word level. First, the themes in the chapters were examined and discussed by looking at narratives, images, and the choice of certain vocabulary. For the further analysis of linguistic features in the texts, the Mood systems, modality, and the use of personal pronouns were investigated. Four themes were found to convey what the authors or Korean society value and believe as ideal objectives for Korean youth: pursuing a successful life, getting a good job, having a positive mind and persistence, and mastering English for a career purpose. In addition, certain images and word choices supported and strengthened the authors' view on the topic. The analysis also revealed that certain linguistic features contributed authority and certainty to the authors: the frequent use of imperative and declarative mood, the frequent use of modal verbs expressing a strong degree of certainty, and the use of certain personal pronouns that established the relationship between the authors and the readers. The study shows that the texts situate the reader (Korean youths) in a position where they are expected to conform to social norms, restrain themselves, and remain blindly optimistic while ignoring their own interest, curiosities, and critical thoughts.
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30

Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.

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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.
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31

Law, Wai-han Grace y 羅慧嫻. "Teachers' evaluation of English textbooks: aninvestigation of teachers' ideas and current practices and theirimplications for developing textbook evaluation criteria". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957985.

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32

Shin, Somi. "Competence in communication for ESL/EFL speaking curriculum". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1962.

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This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.
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33

Kou, Meng Chu. "A consciousness-raising approach to error correction : a case study of the acquisition of the placement of prepositional phrases by Macao secondary school students". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456359.

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34

Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

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35

Saif, Shahrzad. "Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners". Thesis, 1999. https://dspace.library.uvic.ca//handle/1828/8990.

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Researchers' and educators' recognition of the positive/negative effects of tests on teaching and learning activities goes back at least four decades. However, this phenomenon, referred to as “washback” in the applied linguistic literature, has been examined empirically by only a few studies in the field of language testing. Even fewer have based their investigation into washback on an a priori theory outlining the scope and design of the study. This study examines washback as a phenomenon relating those factors that directly affect the test to those areas most likely to be affected by the test. The goals of the study are: (i) to investigate the existence and nature of the washback phenomenon, (ii) to identify the areas directly/indirectly affected by washback, and (iii) to examine the role of test context, construct, task, and status in promoting beneficial washback. Theoretically, this study conceptualizes washback based on the current theory of validity proposed by Messick (1989, 1996). It is defined as a phenomenon related to the consequential aspect of the test's construct validity and thus achievable, to a large extent, through the test's design and administration. Given this assumption, a conceptual and methodological framework is proposed that identifies “needs”, “means”, and “consequences” as the major focus areas in the study of washback. While the model recognizes tests of language abilities as instrumental in bringing about washback effects, it highlights an analysis of the needs and objectives of the learners (and of the educational system) and their relationship with the areas influenced by washback as the starting point for any study of washback. Areas most likely to be affected by the test as well as major variables that can potentially promote or hinder the occurrence of washback, are also delineated by the model. This theoretical framework is examined empirically in this study through a long-term multi-phase investigation conducted in different educational contexts (EFL/ESL), at different levels of proficiency (advanced/intermediate), with different tasks (oral/written) and different groups of subjects. The stages in the experimental part of the study correspond to the different phases of the theoretical framework underlying the investigation. The approach to data collection is both quantitative and qualitative. The results of the study indicate that positive washback can in fact occur if test constructs and tasks are informed by the needs of both the learners and the educational context for which they are intended. The extent, directness, and depth of washback, however, are found to vary in different areas likely to be influenced by washback. The areas most influenced by washback are found to be those related to immediate classroom contexts: (i) teachers' choice of materials, (ii) teaching activities, (iii) learners' strategies, and (iv) learning outcomes. The study also reveals that non-test-related forces and factors operative in a given educational system might prevent or delay beneficial washback from happening. Based on the theoretical assumption underlying the definition of washback adopted in this study, such consequences which cannot be traced back to the construct of the test are outside the limits of a washback study.
Graduate
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36

Tutu, Ruth Dikeledi. "Difficulties experienced by African students with English textbooks at secondary level". Thesis, 2012. http://hdl.handle.net/10210/6452.

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M.A.
The language and learning problems experienced by the majority of African pupils at Secondary level are constantly in the public eye. The cause of many of these problems lies in the primary schOol system, where English is introduced as the language of learning from Grade 5 onwards. At this stage pupils are expected to learn a large volume of vocabulary to cope with all the subjects in English. This paper offers a framework for analysing language teaching issues and problems. It explores the relationship between education and the language of learning, language ability and cognitive skills, teaching styles, classroom materials and the learning process. Arising out of these investigations are a set of guidelines as to the major factors that affect the readability and comprehensibility of textbooks. The paper ends with a set of guiding principles for a language policy aimed at providing maximum learning opportunities for all children. The ultimate hope is that the suggested approach would in the long help in overcoming some of the century old frustrations and failures and contribute to the improvement and greater effectiveness of language teaching that we all strive to achieve.
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37

Chen, I.-chen Jenny. "English teachers' understandings and planning with the new textbooks in Taiwanese senior high schools". 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110756.

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38

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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39

Carstens, Miranda. "The effect of using DVD subtitles in English second-language vocabulary recognition and recall development". Diss., 2016. http://hdl.handle.net/10500/22606.

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The aim of this study was to investigate the effectiveness of DVDs in enhancing student vocabulary development in second-language contexts. To this end the study sought students’ perceptions of DVD subtitles and their level of vocabulary knowledge. It also examined the extent to which watching a DVD with or without intralingual subtitles can improve students’ vocabulary recognition and recall. The literature review included a discussion on the variables operant in second-language acquisition; the use of visual media on vocabulary learning; and the effects of subtitling practices as a didactic tool for vocabulary recall and recognition. The study adopted a mixed-method approach and data were collected through a survey and openended questionnaire; a Vocabulary Levels Test; a Vocabulary Knowledge Scale Test; and vocabulary intervention activities. The findings indicate that DVDs can enhance students’ vocabulary in second-language teaching and learning contexts. More importantly the study confirms audio-visual images create greater sensory input that is, “words associated with actual objects or imagery techniques, are learned more easily than those without” (Chun and Plass, 1996:183).
English Studies
M.A. (TESOL)
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40

Skoumalová, Anna. "Využití překladu ve výuce češtiny pro frankofonní mluvčí". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343097.

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The thesis deals with the possibilities of the use of translation in education of the Czech language for francophone speakers. The thesis aims to analyse the use of translation in the textbooks of Czech for francophone speakers, in particular, to examine the types and representation of translation exercises in selected textbooks and to observe the use of communication-oriented translation exercises. Based on the analysis, the thesis formulates didactic recommendations that could contribute to more adequate use of translation in foreign language teaching, or rather in teaching Czech as a foreign language. The partial objective is to monitor the attitude of students to translation in teaching Czech as a foreign language through a questionnaire survey.
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41

Hlabane, Alfred Sipho. "Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province". Diss., 2014. http://hdl.handle.net/10500/14275.

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This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons.
Science and Technology Education
M. Ed. (Natural Science Education)
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42

Zewdie, Zenawi Nigussie. "Gender treatment in Grade nine classroom instructional activities and representation in English textbook". Thesis, 2020. http://hdl.handle.net/10500/27296.

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The aim of this study was to explore how gender is perceived in classroom instructional activities and how it is represented in the Grade 9 English textbook in Ethiopia. To do this, the constructivist paradigm was used as a way of viewing the educational world. Underpinned by the Sociocultural Theory (SCT) and Gender Schema Theory (GST), the study was qualitative and used a multiple case study inquiry. The selection of participants was through purposive sampling and data were collected through interviews, observations and textbook review. The study was undertaken at four government high schools, and the focus was on Grade 9 at Chacha, Minjar, DebreSina and Mekoy Districts of North Shoa Zone in Amhara Region. Sixteen learners, four teachers and four principals were interviewed. The findings concluded in two significant findings: 1) improper gender treatment in classroom instructional activities, and 2) imbalance of gender representation in Grade 9 English textbook. The first finding generated emerging themes, for instance (a) imbalanced allocation of roles and responsibilities between girls and boys; (b) girls’ embarrassment by others; (c) girls’ incapability to manage group and use given opportunity in classroom; (d) male domination and female subordination; (e) gender policy implementation gap at school; (f) impediment of girls’ participation due to patriarchal thinking; (g) challenges of traditional gender thinking in classroom; (h) parents’ practices and experiences affected learners’ practices and experiences in classroom; (i) lack of girls’ recognition by others; and (j) self-overestimation seen by boys and self-underestimation seen by girls. The themes for the second major finding include: (a) men overrepresentation and women underrepresentation; (b) presence of gender-marked vocabularies to enhance women’s passive role; (c) encouragement of traditional gender representation by assigning women in baby-sitting, and domestic chores, such as cleaning, cooking or shopping; (d) manifestation of man first-ness; and (e) imbalance of pictorial representation between women and men. The study recommends that teaching gender equality to the school community and society could be used to discourage gender stereotyped and biased engagements. Female teachers should be role models for girls. Educators should use gender-sensitive materials for the development of a gender-free awareness by the young generation.
Curriculum and Instructional Studies
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