Tesis sobre el tema "Language and education Vanuatu"
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Dyer, Jayne Elizabeth. "The nexus of language interaction and language acquisition in Vanuatu with the development of Bislama : the role and response of education". Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmd996.pdf.
Texto completoEbersöhn, Hesca. "Tekens van meertaligheid by geselekteerde Suid-Afrikaanse universiteite : 'n analise vanuit linguistiese landskapsperspektief / H. Ebersöhn". Thesis, North-West University, 2009. http://hdl.handle.net/10394/3792.
Texto completoThesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2009.
Sperlich, Wolfgang B. 1948. "Namakir: a description of a central Vanuatu language". Thesis, University of Auckland, 1991. http://hdl.handle.net/2292/2314.
Texto completoDimock, Laura Gail. "A grammar of Nahavaq (Malakula, Vanuatu) : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics /". ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1183.
Texto completoJohnson, Kay. "Static spatial expression in Ske : an Oceanic language of Vanuatu". Thesis, SOAS, University of London, 2014. http://eprints.soas.ac.uk/18443/.
Texto completoFranjieh, Michael James. "Possessive classifiers in North Ambrym, a language of Vanuatu : explorations in semantic classification". Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/16808/.
Texto completoWillans, Fiona. "Ideological and implementational spaces for multilingual education : a case study in Vanuatu". Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/ideological-and-implementational-spaces-for-multilingual-education(4248d1c3-3036-4cf2-a4e8-3c5a4c4ecba5).html.
Texto completoThieberger, Nicholas. "Topics in the grammar and documentation of South Efate an Oceanic language of Central Vanuatu /". [Melbourne, Australia] : Dept. of Linguistics and Applied Linguistics, Univerity of Melbourne, 2004. http://eprints.unimelb.edu.au/archive/00000492/01/SouthEfatePhD.pdf.
Texto completoThieberger, Nicholas Augustus. "Topics in the grammar and documentation of South Efate, an Oceanic language of Central Vanuatu /". Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000492.
Texto completoTypescript (photocopy). Title on cover and spine: Topics in grammar and documentation etc... Includes bibliographical references (leaves [497]-508).
Gibbons, Laura. "Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu". Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.
Texto completoTouati, Benjamin. "Description du sakao, langue océanienne du nord-est Santo (Vanuatu) : phonologie, morphologie, syntaxe, sémantique et éléments de socio-linguistique". Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040244.
Texto completoSakao is an Oceanic language spoken by more than 1500 people in the north-east area of Espiritu Santo Island (Vanuatu, South Pacific). The present thesis is based on a total of eight months' fieldwork. After a thorough description of the sociolinguistic situation in the area, it describes the main phonological, morphological, syntactic and semantic features of Sakao. Sakao presents characteristic features of an Oceanic language (e.g. a tendency toward multipredicativity, the use of serial verbs constructions, the expression of possession, etc.). However, this language is also innovative, especially regarding its phonology and its morphology. The entire thesis also attempts to highlight the interaction between intonation and morphosyntactic structures. The thesis also proposes a precise study of various issues, including the following: differential marking of the indefinite depending on the mood of the sentence; the aspectual system and its interactions with mood and Aktionsart; spatial reference and the six-degree deictic system; and the notions of topicalization, focus, and discourse frame. The appendix presents the transcription of two narratives from our oral corpus (together with their glosses and French translations), as well as a list of the main differences between Sakao and Nkep, considered here as two dialects of a same language: Wanohe
Murray, Neil Langdon. "Communicative language teaching and language teacher education". Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
Texto completoShadd, Deborah. "On Language, Education and Identity: Minority Language Education Within the Canadian Context". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32777.
Texto completoFrowe, Ian. "Language, ideology and education". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/50486/.
Texto completoJia, Hongyi y Hongyi Jia. "Chinese Immersion Language Education". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625885.
Texto completoChang, Lu. "Language, culture and ethnicity in Chinese language schools in northern California". Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.
Texto completoStack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.
Texto completoCrerand, Mary E. Lavin. "From first language literacy to second language oracy to second language literacy : the act of writing in a foreign language context". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239369687.
Texto completoBrisbois, Judith E. "Do first language writing and second language reading equal second language reading comprehension? : an assessment dilemma /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu148777503417765.
Texto completoHan, Fu Ching Eliza y 韓馥璟. "Dissemination of language education review". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B50175208.
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Brutt-Griffler, Janina. "The development of English as an international language : a theory of world language /". Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242754518.
Texto completoSlocum, Sheryl. "First language status and second language writing". Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564644.
Texto completoIn spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and community resources, bilingual learners have varying knowledge of their first language (L1): some may only speak it, others may have basic L1 literacy, others may have studied their L1 as a school subject, while others may have studied in the medium of their L1, either in their family's home country or in a bilingual education program in the US. The purpose of this study is to determine which kind of English learning support and which kind of L1 education are more likely to prepare bilingual learners to write English successfully at college.
This study uses three sources of data: a survey on language background, a writing sample, and an optional interview. Twenty-nine college undergraduate bilingual learners participated. Their survey responses develop a profile of the varied kinds of English and L1 education they received. Each participant's communication course placement composition, written as she was applying to college, is analyzed with 12 different measures: six for surface features, four for discourse/rhetorical features, and two for coherence. The writing analysis scores are correlated with the survey data and enriched with interview excerpts to discover which forms of English and L1 education correlate with high or low writing analysis scores.
The results for this group of participants show that bilingual education and ESL support correlate most often with highly-rated communication placement compositions. Moreover, formal education in the L1 explains the writing analysis scores more accurately than the kind of language learning education the participants received. Interview data suggests that bilingual education and formal L1 education may assist students' English composition skills by helping them develop metalinguistic awareness.
Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.
Texto completoAs the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.
Bissoonauth, Anu. "Language use, language choice and language attitudes among young Mauritian adolescents in secondary education". Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10914/.
Texto completoWhitson, Rebecca B. "Drawing As Language". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5941.
Texto completoPerez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.
Texto completoMadoc-Jones, Geoffrey. "Hermeneutics, poetics and language arts education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0023/NQ51895.pdf.
Texto completoMinardi, Liesl Denise. "French-language education in Simcoe County". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63233.pdf.
Texto completoWisniewska, Ingrid. "Parallel process in language teacher education". Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430499.
Texto completoKlein-Wohl, Esther. "Second language reading and distance education". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020226/.
Texto completo久保, 萬里子 y Mariko Kubo. "[III]TEACHING CONTENTS IN LANGUAGE EDUCATION : MODULETTE MATERIALS: LANGUAGE AND CULTURE". 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1985. http://hdl.handle.net/2237/4804.
Texto completoKhazaal, Natalie Michaylova. "Sectarianism, language, and language education in Lebanese theater, television, and film". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467886891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completoJacobs, Jenny Eva. "Language Ideologies and Identity Construction Among Dual Language Youth". Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.
Texto completoDucharme, Daphne Ann. "Second language retention: Language use as a contributing factor". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9465.
Texto completoSharp, L. Kathryn. "What is Academic Language?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4294.
Texto completoPalfrey, Carol Lynn. "The Use of Interpreters by Speech-Language Pathologists Conducting Bilingual Speech-Language Assessments". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557570.
Texto completoThe purpose of this non-experimental quantitative study was to explore the practices of speech-language pathologists in conducting bilingual assessments with interpreters. Data were obtained regarding the assessment tools and practices used by speech-language pathologists, the frequency with which they work with interpreters, and the procedures they employ prior to, during, and at the conclusion of assessments of English language learners (ELLs). Also explored were the skills and proficiencies that speech-language pathologists believe interpreters need in order to be effective in interpreting for assessments.
Data for the study were obtained from surveys completed by a sample of speech-language pathologists working in a large, diverse public school district in the mid-Atlantic region. The survey consisted of rating scales, forced choice questions, and open ended questions. Results were reported via descriptive statistics and through description of participants' responses to open-ended questions.
Results of the study indicated that the participants engaged in best practices in bilingual assessment as defined by the American Speech-Language Hearing Association (2004a, 1999) to a greater extent than has been previously reported in the literature. However, considerable variation existed among participants regarding adherence to best practices, including the decision regarding whether or not to work with an interpreter when assessing ELLs. Study results indicated that participants continue to rely heavily on the use of formal measures standardized on monolingual, English-speaking children when assessing ELLs. Participants were also found to employ identical assessment procedures (assessing first in English without an interpreter, and then bringing in an interpreter for a subsequent testing session) regardless of the English language proficiency of the child. Participants in large measure valued the skills and proficiencies cited in the literature as desirable for interpreters to have, yet they did not express confidence that their interpreters possess these skills.
The implications of the findings are discussed and recommendations are offered for clinical practice, the school districts, graduate schools, and professional development training aimed at improving bilingual assessment practices. Finally, suggestions are offered for future research on bilingual assessment.
NOGUEIRA, MARIA CRISTINA MATOS. "WHY NOT LET ME SPEAK IN ANY LANGUAGE I LIKE?: FOREIGN LANGUAGE EDUCATION, IDENTITY AND INTERCULTURAL EDUCATION". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35469@1.
Texto completoEsta pesquisa teve por objetivo investigar o potencial do ensino de língua estrangeira na promoção de uma educação intercultural. Examina diferentes propostas para uma educação intercultural, considerando tanto o pensamento educacional mais amplo como as propostas originadas da reflexão sobre ensino de língua estrangeira, em particular o trabalho de Kramsch, Byram e Guilherme. Segundo esses autores, a aprendizagem de línguas deveria possibilitar aos alunos o desenvolvimento de uma competência comunicativa intercultural e de uma consciência cultural crítica. A pesquisa de campo adotou uma abordagem qualitativa, escolhendo a entrevista semi-estruturada como sua ferramenta. Foram entrevistados quatorze professores de língua inglesa, atuando nos diferentes contextos educacionais da escola pública e da particular, bem como em cursos de idiomas. Os professores foram selecionados com base em sua formação e experiência no magistério. As entrevistas foram gravadas e transcritas. Posteriormente, foi realizada uma décima quinta entrevista, desta vez através de correio eletrônico, com a coordenadora pedagógica do Centro Interescolar de Línguas de Brasília. Esta entrevista teve o objetivo diferenciado de explorar um caso de sucesso no ensino de idiomas na rede pública. A pesquisa mostrou a preocupação dos professores com o ensino de cultura, com a valorização da língua e cultura materna dos alunos e com a necessidade de desenvolver neles uma reflexão crítica. No entanto, alguns dos aspectos de uma educação intercultural definidos por Guilherme (2003) tais como uma preocupação com uma ação transformativa não foram evidenciados.
This study had the objective of investigating the potential of foreign language teaching in promoting an intercultural education. It examines different proposals for an intercultural education considering both educational thought as well as proposals originating from reflections on foreign language teaching, particularly those put forward by Kramsch, Byram and Guilherme. According to these authors, language learning should make it possible for learners to develop intercultural communicative competence and critical cultural awareness. The empirical research adopted a qualitative approach, selecting the semi-structured interview as its tool. Fourteen interviews were carried out with English language teachers working in the different educational contexts of both state and private schools as well as language institutes. The teachers were selected on the basis of their training and teaching experience. The interviews were recorded and transcribed. At a later stage, a fifteenth interview was carried out through e-mail with the pedagogic coordinator of the Centro Interescolar de Línguas in Brasília. This interview had as its especial objective to explore a successful example of teaching foreign languages in the state school context. The study revealed the teachers concern with the teaching of culture, with valuing the learners mother tongue and culture and with the need to help them develop critical reflection. However, some of the aspects of an intercultural education as defined by Guilherme (2003) such as a concern with transformative action did not become evident.
Martinez, Pedro Plaza. "Language, education and power in Bolivia : bilingual education classroom practices". Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367008.
Texto completoGavron-Stadtmaer, Tanya. "Participation, collaboration and language use in English Foreign Language adult learning groups that share or do not share a common language besides English". Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10559.
Texto completoThe study attempts to answer the question: "How is learning, interaction and information exchange affected by whether learning groups are composed of people who share or do not share a common language (besides English)?" I carried out the research at English Foreign Language (EFL) classes which were held for peoples of Africa. Data were collected through audio and audio-visual recordings, field notes and semi-structured follow-up interviews. The findings indicated that learning, interaction and information exchange were affected by the composition of the group. These differences were related to the interactive and dialogic nature of exchange in the 'cross language groups' where conversational techniques (such as turn-taking) were used in order to engage in an interactive and collabortive dialogue. As a result, learning, interaction and information exchange occurred more readily in 'cross language groups' than in 'common language groups'.
del, Barco Dolores Villarreal. "First language instruction and second language acquisition among Spanish speaking high school students: A case study". Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3364.
Texto completoRoss, Danielle S. (Danielle Suzanne). "Learning to read with sign language : how beginning deaf readers relate sign language to written words". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22492.
Texto completoThese results indicate that deaf children organize their recognition of written words around their knowledge of sign language. Further, the children's responses to legal versus illegal pseudowords in the lexical decision task indicate that they can learn the orthographic rules of written English words.
Kitano, Megumi. "The Role of Role Language in Japanese Language Education : A Study on the Involvement of Role Language in the Japanese-as-a-Foreign-Language Education at Stockholm University". Thesis, Stockholms universitet, Avdelningen för japanska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158714.
Texto completoHendricks, Dawn. "Dual language learners in head start| Examining teaching strategies that promote English language development". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645918.
Texto completoThere were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for children who are dual language learners.
This qualitative study utilized three data collection methods: interviews, observations and review of artifacts. The one-on-one interviews with the purposive sample of teachers occurred during the first phase. The interview questions were designed to learn about teaching strategies utilized by Head Start teachers to promote English language development for children who are dual language learners as well as teachers' relevant professional development resources and opportunities. During the second phase of the study, the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA) instrument was used to conduct classroom observations in each of the six teachers' classrooms. Furthermore, a review of relevant artifacts was conducted during the observations.
Seven conclusions emerged from the study. First, home language support in the classrooms contributed to English language development. Second, teachers' use of pictures, gestures and other visual cues promoted children's comprehension of English. Third, culturally responsive curriculum was not necessary for promoting enhanced language outcomes. Fourth, a supportive social/emotional environment in the classroom contributed to progress in expressive language development. Next, singing songs with gestures and high quality teachers' talk in English also contributed to expressive language development. Lastly, professional development, formal and informal, is beneficial and needed for preschool teachers.
Five recommendations emerged from the study. Policy recommendations are for college teacher preparation programs to require coursework pertaining to dual language learning and for programs to actively recruit bilingual teachers. Practice recommendations are for programs to implement a Planned Language Approach, set up peer mentoring and training opportunities, and for teachers to plan individual and small group read alouds.
Vasquez, 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 completoHart-Rawung, Pornpimon y n/a. "Internationalising English language education in Thailand: English language program for Thai engineers". RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
Texto completoBlackwood, Robert J. "Corsican language status and speaker attitudes : minority language education, polynomia and distanciation". Thesis, University of St Andrews, 2002. http://hdl.handle.net/10023/14608.
Texto completoObeid, Hoda. "Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94927.
Texto completoCette étude vise à étudier l'effet de la formation des élèves de l'Anglais, langue seconde, de huitième année dans l'application des stratégies de réflexion à voix haute dans la lecture de textes Arabes (L1) et Anglais (L2), dans une école Libanaise privée. Les participants ont été répartis au hasard en deux groupes: Les élèves d'un groupe ont reçu une formation dans l'utilisation et l'application des stratégies de réflexion à voix haute pour les textes rédactionnels et informatifs Anglais; alors que les élèves de l'autre groupe ont lu les mêmes textes suivant leurs stratégies de lecture régulière. On s'attendait à ce que les élèves de huitième année de l'Anglais, langue seconde, qui ont reçu une formation en stratégies de réflexion à voix haute démontrent une meilleure compréhension que les élèves qui n'ont pas reçu la même formation. On s'attendait aussi à ce que le degré d'utilisation des stratégies de réflexion à voix haute pourrait varier par rapport à la compréhension, et qu'il y aurait un transfert de l'utilisation de ces stratégies entre L2 et L1. Il était prévu aussi que le niveau de motivation pourrait varier en fonction de la compréhension. Les données ont été recueillies de plusieurs manières: Les étudiants ont reçu six testes de compréhension de lecture pour comparer leur compréhension avant et après la formation, en plus d'un questionnaire de motivation pour déterminer leur niveau de motivation avant la formation. Les élèves du groupe examiné ont reçu une formation de 15 heures en stratégies de réflexion à voix haute. En dernier, des rapports verbaux en Anglais et Arabe ont été recueillis pour les élèves du groupe examiné pour enregistrer leurs utilisations des stratégies de réflexion à voix haute. Alors, des méthodes quantitatives et qualitatives, une méthodologie mixte, étaient utilisées pour résoudre les questions relevées par l'étude. Bien que quelques diffé
Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.
Texto completoAhn, Misook. "Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course| The Case Study of Defense Language Institute Foreign Language Center". Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10683956.
Texto completoThe blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, prior research resulted in conflicting data on blended instruction identifying the inconsistent findings in student achievement. Some researchers found that students in blended learning improved their language skills and had higher achievement than participants in exclusively face-to-face or online learning, while some researchers found there to be no statistically important differences in achievement when the blended model was used compared to a face-to-face setting. The specific problem is that the low language achievement of students seems to be related to lack of autonomous language learning skills, but their perceptions of the blended language courses regarding language achievement and autonomous learning skill have not been previously identified and analyzed. The purpose of this qualitative case study is to investigate student perceptions of course effectiveness factors for language proficiency as well as learner autonomy in a blended Korean language course to improve language achievement, especially in listening and reading comprehension skills. American students who attended intermediate and advanced blended Korean language courses applied with the LMS, SAKAI in 2014, 2015, and 2016 at the Osan Language Training Detachment (LTD), Defense Language Institute Foreign Language Center (DLIFLC) in Korea, were invited to participate in the anonymous, open-ended online survey. Data from 10 of the participants were analyzed and evaluated. This study found the blended Korean language course was effective for language learning and achievement, but only 50% of participants stated it was effective for the improvement of autonomous learning skills. The other responses said those skills were dependent on various elements of the blended course such as activities, curriculum, teacher, and student’s motivation and learning styles. The factors students found to be effective and ineffective as well as suggestions offered to improve the blended language course were discussed. Although the focus was on one Osan LTD teaching Korean language courses at DLIFLC, the findings could be able to improve language achievement and autonomous learning for future learner success as well as curriculum design in other foreign language courses in DLIFLC or other institutions.
De, la Rosa-Carrillo Ernesto Leon. "On the language of Internet Memes". Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703692.
Texto completoInternet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions.
For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs.
The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education.
Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types.
An online component can be found at http://memeducation.org/