Tesis sobre el tema "Foreign culture and language education"
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Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks". Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.
Texto completoQian, Lihua. "Conceptions of the role of culture in foreign language education in China". Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=179539.
Texto completoVasquez, Julian A. "A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.
Texto completoAlana, Alejandra B. ""El pensamiento crítico y la cultura en los programas de lenguas extranjeras"". Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1278434172.
Texto completoCulpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.
Texto completoYang, Jia. "Toward a Pedagogy of Conventional Expressions in Chinese Culture". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397695945.
Texto completoKontra, Edit Hegybíró. "The need for a culture-sensitive approach to teacher education in English as a foreign language". Thesis, University of South Wales, 1998. https://pure.southwales.ac.uk/en/studentthesis/the-need-for-a-culturesensitive-approach-to-teacher-education-in-english-as-a-foreign-language(8bb92694-fcca-4ea6-ace7-4f11e03d1b0a).html.
Texto completoDiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.
Texto completoCresswell, Angela. "Culture Learning in Spanish Companion Book Websites: An Analysis of Tasks". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002733.
Texto completoCornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.
Texto completoSegida, Larisa. "I-Migrations in cultures and languages". CD Baby, 2012. http://hdl.handle.net/1993/23224.
Texto completoCavan, Joanna Stoughton. "A cross-cultural narrative inquiry into language, culture, and identity development of three high school female immigrant stduents and their mainstream schooling experience in Atlanta, Georgia". Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/joanna%5Fc%5Fdawson/cavan%5Fjoanna%5Fs%5F200601%5Fedd.pdf.
Texto completo"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 243-273).
Mueller, Caroline. "The piecing of identity : an autobiographical investigation of culture and values in language education". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31125.
Texto completoAlana, Alejandra B. "El Pensamiento Crítico y la Cultura en los Programas de Lenguas Extranjeras". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1278434172.
Texto completoVinall, Kimberly Sue. "The Tensions of Globalization in the Contact Zone| The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border". Thesis, University of California, Berkeley, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10086145.
Texto completoThis dissertation centrally explores understandings of foreign/second language and culture learning and its potential to prepare learners to participate in a globalized world. More specifically, this study explores the potential of a dynamic or complexity orientation to understand how beliefs, attitudes, and perceptions towards language and culture learning are constructed and negotiated in the relationship between learners and instructors, as complex social beings, and the learning site, as “contestatory discursive site” (Mckay & Wong, 1996).
The site of this ethnographic study can be understood as interconnected contact zones. These contact zones are two Spanish language and Latino cultures classrooms situated at a university in San Diego on the border between the United States and Mexico. Primary participants include two third-semester university level Spanish instructors, Yesenia and Vicente, and their respective students.
I collected data in two learning spaces: the language learning classrooms and the sites where students from Yesenia’s class completed community-service learning (CSL) projects; all of these latter CSL sites involved the students’ engagement with local immigrant populations. In both spaces, I employed qualitative methodology with an ethnographic focus, which involved participant observation, extensive field notes, audio- and video-recordings of classes, and collecting class-related textual artifacts and pedagogical materials. I applied discourse analysis to explore classroom interactions, teaching materials, and interviews with a focal group of students from each class, the instructors, the department chair, and personnel related to the CSL program, including staff, site coordinators, community leaders, and community participants.
My analysis suggests that the two language and culture classrooms not only reflect the larger tensions of globalization, but also produce new tensions. The instructors and the learners have differing perceptions of language and culture and the importance of their learning. These understandings are constructed in relationship to their positionings within the classroom, the university, the community, and the local context. The two instructors struggle with their conflicted positioning within the power structure of the university and in the broader relationship between the United States and Latin America, particularly as they are both Mexican immigrants. They also grapple with the instrumental approach that is imposed through the textbook in which learners accumulate grammatical forms and vocabulary while culture is consumed through superficial representations of “Otherness”, presented as imagined tourists visits and the accumulation of geographical and historical information.
In the first classroom, Yesenia accepts the instrumental approach, encouraging the accumulation of largely decontextualized language forms, and she participates in the construction of what I call a tourist gaze on Latin America, believing that it will facilitate learners’ appreciation of her cultural heritage. In the second classroom, Vicente rejects the instrumental approach: he wants to facilitate language and culture learning through critically understanding, reflecting on, and proposing alternatives to the social, economic, and political realities of the contact zone. In both classrooms, however, learners resent these pedagogical choices, their resistance revealing tensions in their own understandings and goals. Learners express a desire to develop cultural awareness so that they can care about the realities of Latin America yet doing so uncomfortably implicates them in larger global relationships in which they must confront their privileged positionings. This process was particularly evident in their CSL experiences in which “putting a face on it” reproduced problematic binaries, such as that of “us” and “them” and “server” and “served”, and in the process reinforced larger power structures and reproduced privilege. Even though the learners want to engage in more than superficial communication they also recognize the limited role of their language and culture learning in their current lives, namely to successfully complete the language requirement, to engage in tourism, and to compete in the global marketplace.
The findings of this study suggest ever increasing tensions between understandings of learning language and culture in the classroom in contrast to the potentiality of this learning as applied outside of the classroom. In both classrooms, the learners and the instructors demonstrate an awareness of the conflicting attitudes, beliefs, and perceptions that they bring to the classroom and how these interact with the teaching materials as well as the local context, yet they do not engage in critical reflection on these understandings. Doing so would require engaging with the central question of power, and how their language and culture learning experiences (re)produce social structures both in and outside of the classroom. In this regard, one of the central limitations of the dynamic or complexity orientation (Wesely, 2012) that I have employed is that it does not centrally interrogate this question of power.
This study points to the need for future research in field of second language acquisition. (Abstract shortened by UMI.)
Wang, Yuqing. "Bicultural identity and emergent/developmental reading strategies in English as a foreign language in Taiwan". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2689.
Texto completoLee, Ya-Chi. "Promoting creative English teaching using Chinese culture for elementary schooling in Taiwan". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2952.
Texto completoYan, Yinghong. "Culture Teaching in the Chinese High School Education Context: A Study of Teachers' Attitudes and Beliefs". Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367019.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
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Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.
Texto completoJin, Chenxing. "WeChat as a Medium to Socialize into Chinese Culture: The Persistence of Explicit Hierarchy". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471860969.
Texto completoLi, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.
Texto completoDamnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films". full-text, 2008. http://eprints.vu.edu.au/2023/1/damnet.pdf.
Texto completoWoo, Jung-Im. "Culture teaching in EFL through computer/critical thinking". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1677.
Texto completoAlfayyadh, Hisham M. "The Feedback Culture in Translator Education: A Comparative Exploration of Two Distinct University Translation Programs". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460669418.
Texto completoAbu, Jalalah Fatma Ali. "The cultural dimension of teaching English as a foreign language in an Arab Gulf State". Thesis, Durham University, 1993. http://etheses.dur.ac.uk/1559/.
Texto completoDison, Arona. "Crossing boundaries: facilitating conceptual development in relation to culture in an English for academic purposes course". Rhodes University, 1998. http://hdl.handle.net/10962/d1002627.
Texto completoShum, Ho-ma Ada. "Perceptions of school culture : NETS vis-à-vis students /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373489.
Texto completoKentner, Melissa A. "Successful teachers of Spanish who commit to the teaching of cultures two qualitative case studies /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110209882.
Texto completoTitle from first page of PDF file. Document formatted into pages; contains xiii, 299 p. Includes bibliographical references (p. 281-299). Available online via OhioLINK's ETD Center
Luft, Stephen D. "Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080.
Texto completoKaminaka, Kunie. "Multiple strategies for vocabulary development in English as a foreign language in Japan". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.
Texto completoBadur, Gulistan Palmer James C. Padavil George. "International students' perspectives on their cross-cultural adjustment to American higher education". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087861.
Texto completoTitle from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.
Madyarov, Irshat. "Contradictions in a Distance Content-Based English as a Foreign Language Course: Activity Theoretical Perspective". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002672.
Texto completoDamnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films". Thesis, full-text, 2008. https://vuir.vu.edu.au/2023/.
Texto completoGuan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /". Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.
Texto completoCosburn, Ericha. "An exploration of the interaction between English language learning orientation and motivation among marketing students at an FET college". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003418.
Texto completoRoberts, Steven Fredolph. "The Mediation of U.S. American Culture in the ESL Classroom". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4786.
Texto completoShih, Ching-Yi. "A study of the interlanguage of apology by Taiwanese English-Language learners". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2793.
Texto completoLiu, Ying. "Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420501650.
Texto completoWang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.
Texto completoMirza, Hala. "Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062873/.
Texto completoGokce, Sevgi. "Attitudes And Motivational Intensity Of Foreign Language Learners At Vocational High Schools: A Comparative Study". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609935/index.pdf.
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k, Bilecik participated in the study. According to quantitative data analysis results, a significant difference was found between Anatolian high school and high school sections of vocational high schools in terms of attitudes and motivational intensity. Students at high school sections were observed to have more positive attitudes and more motivational intensity than students at Anatolian high school sections do. Furthermore, a statistically significant difference was found between female and V male students. Female students tend to have more positive attitudes and more motivational intensity than male students do. Related to the level of the participants&rsquo
attitudes and motivational intensity, quantitative data analysis results indicate that vocational high school students&rsquo
attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity are above the average level. Qualitative data analysis of the open-ended responses confirm the participants&rsquo
almost positive attitudes toward learning English
however, it also points out that almost half of the participants were found to have negative attitudes toward expending personal effort to learn the Anglo-Saxon culture and over half of their openended responses did not show any sign of motivational intensity.
Zhang, Vivian. "Cultural Studies in the Mandarin-English Dual Immersion Classroom: A Case Study". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1071.
Texto completoShi, Qingquan. "Achieving interaction in listening and speaking within a Chinese cultural context". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2080.
Texto completoDubell, Andrea. "Les Effets de la mondialisation sur la langue et la culture francaises dans le contexte des affaires et de la publiciteEffects of Globalization on French Language and Culture in the Context of Business and Advertising". Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1449519811.
Texto completoLiu, Chi-Chieh. "Business English for special purposes as a negotiated, strategic competence". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1867.
Texto completoWeiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.
Texto completoZhao, Juanjuan. "Understanding Chinese Language Teachers’ Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460730421.
Texto completoAhwireng, Doreen. "Internationalization of Higher Education: A Comparative Case Study of Two U.S Universities". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459330623.
Texto completoQuirighetti, Carla. "An examination of what it means to learn a foreign language in French and English secondary education : an ethnographic case study of contrasting socio-cultural contexts". Thesis, University of Kent, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297602.
Texto completoLu, 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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