Tesis sobre el tema "Latin language – textbooks for foreign speakers"
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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&.
Texto completoPandit, 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&.
Texto completoMohamed, 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&.
Texto completoChildress, 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/.
Texto completoReineman, Juliana Theresa. "Examining English as a second language: Textbooks from a constructivist perspective". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2946.
Texto completoTam, 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.
Texto completoGhonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills". Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.
Texto completoWang, Kermey. "An investigation of communication strategies of adult ESL learners". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1480.
Texto completoTaylor-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.
Texto completoEmsley, 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.
Texto completoThis 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
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.
Texto completoOliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence". Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.
Texto completoFarooqui, 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.
Texto completoBozzetti-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.
Texto completoNa, 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/.
Texto completoKawano, 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.
Texto completoEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Nasban, Mohammed Suleiman. "A critical study and evaluation of the teaching of Arabic as a foreign language in Saudi Arabia : with reference to textbook analysis". Thesis, University of St Andrews, 1991. http://hdl.handle.net/10023/15379.
Texto completoSibanda, 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.
Texto completoYoo, 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.
Texto completoTshotsho, 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.
Texto completoThis 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 studentsâ 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.
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.
Texto completoYildiz, 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.
Texto completoJi, 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.
Texto completoAylward, 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.
Texto completoPersson, Anna. "Imágenes de Hispanoamérica : Un análisis crítico de material didáctico de ELE". Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-6220.
Texto completoFaulk, Songhui. "Exploring alternative methods for teaching English as a second language in Korea". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1639.
Texto completoNam, 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.
Texto completoKereni, 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&.
Texto completoMungthaisong, 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.
Texto completoChen, 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.
Texto completoChoi, 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.
Texto completoLaw, 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.
Texto completoNagy, 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.
Texto completoShin, Somi. "Competence in communication for ESL/EFL speaking curriculum". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1962.
Texto completoKou, 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.
Texto completoKoike, Yuko. "Communicative competence through music in EFL for Japanese middle school students". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.
Texto completoDiniz, Leandro Rodrigues Alves 1984. "Mercado de linguas : a instrumentalização brasileira do portugues como lingua estrangeira". [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/271065.
Texto completoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-11T03:02:46Z (GMT). No. of bitstreams: 1 Diniz_LeandroRodriguesAlves_M.pdf: 3423487 bytes, checksum: 1b719282668ea6812c04a22e33e5645c (MD5) Previous issue date: 2008
Resumo: Filiando-nos à História das Idéias Lingüísticas, na sua articulação com a Análise do Discurso de perspectiva materialista, estudamos a construção discursiva do português do Brasil como língua estrangeira (PLE), a partir da ampliação de seu ¿espaço de enunciação¿ (GUIMARÃES, 2002). Para tanto, investigamos duas instâncias da gramatização (AUROUX, 1992) brasileira do português ¿ os livros didáticos (LDs) de ensino de PLE e o Certificado de Proficiência em Língua Portuguesa para Estrangeiros (Celpe-Bras) ¿, aqui concebidos como instrumentos lingüísticos, que se encontram no cerne do que Orlandi (2007a) denomina ¿política de línguas¿. Após um mapeamento da produção editorial brasileira de LDs de PLE desde a primeira publicação na área ¿ que nos permitiu observar interessantes mudanças diacrônicas ¿, constituímos nosso corpus para o estudo desses materiais. Para a investigação do Celpe-Bras, concentramo-nos nos manuais do exame e em uma entrevista com um ex-membro da comissão técnica do Celpe-Bras. Nosso estudo indica que a configuração do Mercado Comum do Sul (Mercosul), em 1991, pode ser vista como o marco de um novo período no processo de gramatização brasileira (ZOPPI-FONTANA, 2007). Tal período é caracterizado por um gesto político do Estado brasileiro em relação à inclusão do português do Brasil em um espaço geopolítico transnacional, que se reverbera em diferentes iniciativas da sociedade civil. Constitui-se, assim, uma posição de autoria para o Estado/cidadão brasileiro. Percebemos, ainda, que o português é freqüentemente significado como uma língua ¿do mundo da comunicação¿, de ¿troca comercial¿, que ¿está em toda parte¿. Assim, ele é antes representado como uma língua veicular (GOBARD, 1976) do que como uma língua de integração regional. Trata-se, porém, de uma representação específica de língua veicular, ligada ao avanço do ¿capitalismo mundial integrado¿, nas palavras de Guattari (1987). ¿Dominar¿ o português aparece, por exemplo, relacionado ao sucesso, recompensa prometida àqueles que obedecem às ¿leis do Mercado¿, em tempos contemporâneos (PAYER, 2005). Além disso, não se representa o português como uma língua ¿neutra, objetiva, despojada de suas especificidades étnicas¿ (GOBARD, op. cit., p.36). Ao contrário, observamos o funcionamento de um ¿discurso de brasilidade¿, através do qual, de uma maneira ou de outra, faz-se sempre alusão ao Brasil ¿e não a Portugal ¿, o que evidencia o trabalho de uma política do silêncio (ORLANDI, 2002b). Em termos de Mercado, esse discurso permite ¿vender¿ a língua portuguesa, enquanto instrumento para se atingir um objetivo outro, e, por conseguinte, ¿vender¿ os ¿produtos¿ em questão: os LDs e o Celpe-Bras. Em relação ao Estado, percebemos que o Brasil, marcado por políticas lingüísticas portuguesas, passa a disputar com Portugal espaços políticos, simbólicos e econômicos. Concebemos, assim, o português do Brasil não como uma língua globalizada, mas como uma língua transnacional, na medida em que ele se ¿exporta¿ como metonímia do Estado brasileiro. Concluímos, ainda, que a gramatização brasileira do PLE se configura a partir da relação entre as duas meta-instituições que, segundo Payer (op. cit.), desempenham um papel fundamental na constituição do sujeito contemporâneo: o Estado e o Mercado
Abstract: Based on the History of Linguistic Ideas in its relation to the Discourse Analysis from a materialistic perspective, we study the discursive construction of Brazilian Portuguese as a foreign language (PFL), which starts from the broadening of its ¿space of enunciation¿ (GUIMARÃES, 2002). To undertake such research, we investigate two instances of the Brazilian grammatisation of Portuguese ¿ PFL coursebooks and the Certificate of Proficiency in Portuguese as a Foreign Language (Celpe-Bras) ¿, conceived of as linguistic instruments, which are at the core of what Orlandi (2007a) designates the ¿politics of languages¿. After mapping the Brazilian editorial production of PFL coursebooks since the publication of the first material ¿ which enabled us to observe interesting diachronic changes ¿, we composed our corpus for the study of the coursebooks. For the investigation of Celpe-Bras, we concentrated on the exam booklets and on an interview with an ex-member of the technical comission of Celpe-Bras. Our study indicates that the creation of the Southern Common Market (MERCOSUR), in 1991, may be considered the turning point for a new period in the Brazilian grammatisation process (ZOPPI-FONTANA, 2007). This period is characterised by a gesture of the Brazilian State for the inclusion of Brazilian Portuguese in a transnational space of enunciation, which reverberates through different initiatives taken by civil society. A new position of autorship for the Brazilian State / citizen is thereby stablished. In addition, we have observed that Portuguese is frequently signified as a language ¿of the world of communication¿, of ¿commercial trade¿, which ¿is everywhere¿. Therefore, it is represented as a vehicular language (GOBARD, 1976) rather than as a language of regional integration. However, that is a specific representation of a vehicular language, related to the advance of ¿worldwide integrated capitalism¿, in the words of Guattari (1987). For instance, ¿mastering¿ the Portuguese language is related to sucess, as a reward for those who obey Market laws, in contemporaneity (PAYER, 2005). Besides, Portuguese is not represented as a ¿neutral and objective¿ language, ¿dispossessed of its ethnic specificities¿ (GOBARD, op. cit., p. 36). On the contrary, we observe the functioning of a ¿discourse of Brazilianity¿, through which an allusion to Brazil ¿ and not to Portugal ¿ is, one way or the other, always made, revealing the work of the politics of silence (ORLANDI, 2002b). In terms of Market, this discourse enables the ¿sale¿ of the Portuguese language, as an instrument for achieving another objective, and, consequently, the ¿sale¿ of the ¿products¿ in question: the coursebooks and Celpe-Bras. With reference to the State, it is noticeable that Brazil, defined by linguistic policies pursued by Portugal, begins to challenge Portugal regarding political, symbolic and economic spaces. We conceive, therefore, Brazilian Portuguese not as a globalised language, but as a transnational one, since it ¿exports¿ itself as a metonymy of the Brazilian State. We also conclude that the Brazilian grammatisation of PFL is outlined by two metainstitutions which, according to Payer (op. cit.), play a leading role in the constitution of the contemporary subject: the State and the Market
Mestrado
Linguistica
Mestre em Linguística
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.
Texto completoGraduate
Tutu, Ruth Dikeledi. "Difficulties experienced by African students with English textbooks at secondary level". Thesis, 2012. http://hdl.handle.net/10210/6452.
Texto completoThe 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.
García-Day, Diana. "Los libros de texto para estudiantes nativos: un recurso para la ensenanza de E/LE". Thesis, 2007. http://hdl.handle.net/1805/789.
Texto completoUn análisis de la importancia del uso de textos auténticos en las lecciones de español como segunda lengua y una propuesta de una fuente de explotación de los mismos: los libros de texto para jóvenes estudiantes nativos. Dichos libros han sido simplificados, adaptados y presentados por catedráticos nativos específicamente para niveles académicos, lingüísticos y culturales específicos con propósitos comunicativos naturales.
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.
Texto completoMungthaisong, 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.
Texto completoBibliography: 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
Nomdebevana, Nozibele. "Exploring the use of a spoken Xhosa corpus for developing Xhosa additional language teaching matetrials". Diss., 2013. http://hdl.handle.net/10500/13327.
Texto completoLinguistics
MA ((Applied Linguistics)
Nomdebevana, Nozibele. "Exploring the use of a spoken Xhosa corpus for developing Xhosa additional language teaching materials". Diss., 2013. http://hdl.handle.net/10500/13327.
Texto completoLinguistics and Modern Languages
M.A. (Applied Linguistics)
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.
Texto completoEnglish Studies
M.A. (TESOL)
Skoumalová, Anna. "Využití překladu ve výuce češtiny pro frankofonní mluvčí". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343097.
Texto completoHlabane, 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.
Texto completoScience and Technology Education
M. Ed. (Natural Science Education)
Zewdie, Zenawi Nigussie. "Gender treatment in Grade nine classroom instructional activities and representation in English textbook". Thesis, 2020. http://hdl.handle.net/10500/27296.
Texto completoCurriculum and Instructional Studies