Tesi sul tema "Korean language – usage – study and teaching"
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Shin, Seong-Chul School of Modern Language Studies UNSW. "High frequency errors in KFL and pedagogical strategies". Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26162.
Testo completoHong, Kyungsim. "Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5270/.
Testo completoSung, In Ja 1968. "A comparison of class activities led by teachers in English kindergarten : Korean children's attitudes". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99395.
Testo completoCho, Sookhee. "Judgment of countability of English nouns by Korean EFL learners". Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325994.
Testo completoDepartment of English
Wong, Man-ching Vanessa, e 黃玟靜. "The effect of phonological awareness on learning English as a second language: a study with Korean and Chinesesubjects". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38710833.
Testo completoLee, Jun-Yong. "Language learning strategies and tolerance of ambiguity of Korean midshipmen learning English as a foreign language". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115721.
Testo completoDepartment of English
Ahn, Soonja. "Cognitive-affective outcomes of classroom writing activities in Korean English as a foreign language". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2434.
Testo completoLee, Heekyeong 1971. "A socio-cultural-historical analysis of six Korean students' experiences in L2 learning contexts : learner agency and symbolic power". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100643.
Testo completoLi, Bingying, e 李冰莹. "Initial error analysis of Korean fundamental Chinese learners = Hanguo chu ji Han yu xue xi zhe Han yu sheng mu pian wu yan jiu". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198863.
Testo completopublished_or_final_version
Education
Master
Master of Education
Dyer, Sang-Eun K. "Investigating English literacy development of first grade Korean English language learners : a case study approach". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343467.
Testo completoDepartment of Elementary Education
Jo, Phill. "Strategic reading for English as a foreign language". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
Testo completoKim, Hyun Jung 1976. "A case study of curriculum and material evaluation : elementary English as a foreign language in South Korea". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32920.
Testo completoThis study first suggests communicative language teaching (CLT) criteria appropriate for elementary school pupils who are beginning to learn EFL in Korea, and then evaluates the two CLT-based curricula for the 4th grade based on the suggested criteria. Second, this study aims to examine the two different material sets for the two curricula focusing on spoken language communicative activities. For the material comparison, the Sisayoungasa Co. material set, one of 16 sets based on the previous curriculum, is compared to the new material set based on the 7th curriculum.
Perceptions of the curriculum and material change were considered from three perspectives: three teachers, a policy maker and a researcher. It was revealed that opinions from the three perspectives vary considerably. The study also found that despite the recent attempt to implement CLT-based elementary EFL, there are still deficiencies in the Korean elementary EFL curriculum and materials.
Soya, Nongesiba. "Perceptions of school stakeholders towards the use of English as a language of learning and teaching (LoLT) in grade 9 Social Sciences". Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/6447.
Testo completoDrifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage". Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.
Testo completoThe purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.
Won, Kim Jong. "A model of the writing process applied to English writing for Korean college students". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1440.
Testo completoCha, Jae Guk. "EFL in Korea : the teaching and learning of English as a foreign language in the context of South Korean culture". Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/2208.
Testo completoBeasley, Colin J. "Picking up the principles: An applied linguistic analysis of the legal problem genre". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1104.
Testo completoEl, Abbar Magda. "A lesson study of Internet usage to enhance the development of English language teaching in a Libyan university". Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/59467/.
Testo completoHahn, Sara Leigh-Anne 1969. "Developing the English language vocabulary of native Korean-speaking students through Guided Language Acquisition Design". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10221.
Testo completoThe primary purpose of this research is to determine whether the implementation of Guided Language Acquisition Design (GLAD) teaching strategies increases the English receptive language and expressive vocabulary development of native Korean-speaking students. A secondary focus of the study is to identify specific GLAD strategies that are observed to be effective at supporting the expanding vocabulary of students. Because English language learners need to learn and use vocabulary words for different purposes and in different contexts, this dissertation is focused on vocabulary development for second language acquisition that is not in the context of reading. Participants included 16 native Korean-speaking students (grade 1, N = 11; grade 2, N = 5) and their teachers ( N = 7). The teachers used seven GLAD strategies to implement their science curriculum over a period of approximately 7 weeks. All of the teacher resources that were necessary to implement the GLAD strategies were provided. Quantitative data were collected on curriculum dependent as well as curriculum independent measures and were analyzed using paired-samples t tests to determine if growth occurred in the student's English receptive and expressive vocabulary development. Results indicate that curriculum independent measures produced findings that were statistically significant in receptive language only, at least at the small sample size. Curriculum dependent measures, however, did produce findings of learning gains that were statistically significant in both areas. These findings suggest that when vocabulary words are carefully selected from the curriculum, intentionally taught and implemented through a variety of strategies, it is possible that receptive language and expressive vocabulary growth may occur on targeted vocabulary. Qualitative data were also collected through teacher interviews, observation checklists, and web-based teacher questionnaires. The qualitative data were coded and analyzed for patterns to provide information on the implementation and effectiveness of the GLAD strategies. Three strategies, the cognitive content dictionary, total physical response, and 10/2, were identified as strategies that were (a) used frequently, (b) showing effective use when implemented, and (c) used to teach the target vocabulary words. Qualitative data also revealed that these three strategies were used throughout the day and not exclusively during science.
Committee in charge: Kathleen Scalise, Chairperson, Educational Leadership; Gerald Tindal, Member, Educational Leadership; Edward Kameenui, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt
Takahashi, Reiko. "English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials". Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.
Testo completoKoh, Soong-Hee. "The speech act of request: A comparative study between Korean ESL speakers and Americans". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2272.
Testo completoKim, EunYoung 1979. "A study of culture teaching in English classes in Korea and rural elementary schools in the Republic of Korea /". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83188.
Testo completoQu, Tong Fu. "Language choice, language attitudes and identity of the Korean-Chinese ethnic minority in Qiqihar, Heilongjiang". Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586633.
Testo completoChan, Chin-ying Alice, e 陳展瑩. "A corpus-based analysis of tense usage in Cantonese-English bilingual children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4515093X.
Testo completoSroinam, Rapeeporn. "English reading comprehension of Thai undergraduates : L1/L2 usage, texts, strategies and problems". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/654.
Testo completoMntambo, Nomawabo. "A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction". Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003320.
Testo completoPillai, Saloshni. "Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms". Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021022.
Testo completoKim-Rivera, EunGyong. "The government's role in the early development of English language education in Korea (1883-1945)". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034555.
Testo completoNgcobo, Lazarus. "The speech act of advice in educational contexts in isiZulu". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50191.
Testo completoENGLISH ABSTRACT: This study focuses on the communicative processes of advice in isiZulu through which people aid each other with problems and stresses of daily life, including ways in which support is communicated. When friends or family members attempt to help one another with stress and problems, they frequently give advice. Within the field of pragmatics, advice is a common but potentially face-threatening response to a friend or a loved one who is upset about a problem. Consequently it is useful to identify ways a speaker may show regard for face in this kind of episode. Advice can threaten the hearer's autonomy by imposing the speaker's authority and solutions on the hearer and it can also imply criticism of the hearer's emotional reaction or handling of the problem. In this study, twenty-one advice topics, by Goldsmith (2000) that can be used in various troubles talk episodes in isiZulu have been examined. It has been found that some advice situations have more topics than others. The situation with more advice topics is the one referred to as personal. This is because people are always very keen to give more advice to people with personal problems than to people with other problems. The situations with the least number of topics are abuse and teachers, because they are very sensitive in nature. The study found that the sensitivity comes from the fact that third parties are involved. People tend to be reluctant to give advice which might lead to confrontation between the parties that are involved. In this research, the parties that are involved are learners on the one side and the parents/teachers on the other side. The other factor is that people do not want to see a parent who is abusing his/her child going to jailor a teacher who does not like a particular child losing his/her job because of the advice they gave to the learners.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kommunikatiewe prosesse van advies in isiZulu waardeur mense mekaar help met die probleme van die alledaagse lewe, insluitende die wyses waarop steun gekommunikeer word. Wanneer vriende en familielede poog om mekaar te help met probleme, gee hulle dikwels advies. Binne die veld van die pragmatiek, is advies 'n algemene, maar potensiële gesigsbedreigende ('face-threatening') respons teenoor 'n vriend of geliefde wat 'n probleem het. Gevolglik is dit nuttig om wyses te identifiseer waarop 'n spreker ontsag mag toon vir gesig ('face') in hierdie soort episode. Advies kan die spreker se outonomiteit bedreig deur die spreker se outoriteit en oplossings neer te druk op die hoorder en dit kan ook kritiek impliseer van die hoorder se emosionele reaksie op hantering van die probleem. In hierdie studie word een-en-twintig advies episodes van Goldsmith (2000) wat gebruik kan word in verskillende moeilikheidsgesprekke ('trouble talk') in isiZulu ondersoek. Daar is bevind dat sommige advies situasies meer onderwerpe as ander het. Die situasie met meer advies onderwerpe, is die persoonlike situasie. Die rede hiervoor is dat mense altyd meer gretig is om advies te gee aan ander mense met persoonlike probleme as aan mense met ander tipes probleme. Die situasies met die minste getalonderwerpe is 'mishandeling' en 'onderwysers' omdat dit baie sensitiewe onderwerpe is. Die studie bevind dat sensitiwiteit spruit uit die teenwoordigheid van 'n derde party se betrokkenheid. Mense blyk onwillig te wees om advies te gee wat mag lei tot konfrontasie tussen die partye betrokke. In hierdie navorsing, is die betrokke partye leerders, enersyds, en ouers of onderwysers, andersyds. 'n Verdere faktor is dat mense nie wil sien dat 'n ouer wat 'n kind mishandel na die gevangenis gaan nie, of dat 'n onderwyser wat nie van 'n spesifieke kind hou sy/haar werk verloor, weens die advies wat hulle aan die leerders gee nie.
Mogase, Emily Phuti. "The speech act of advice in educational contexts in Setswana". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50192.
Testo completoENGLISH ABSTRACT: This study examines data from advice-giving in Setswana relating to pragmatic theorists' argument that every human interaction, to a large extent carries with it an element of threatening one or both participants' face. The speech act of politeness has been identified as one of the most effective speech acts to be employed in giving as well as soliciting advice. Every speech act is influenced by contextual, cultural and many other background factors associated to age, gender and rank to mention a few, which contribute towards how the speech is composed. The issues relating to the theory of politeness prompted this study on the extent to which politeness plays a role in giving advice in an educational context of Setswana speaking students. The study has evaluated Brown and Levinsons' theory of politeness as a universal phenomenon against the findings of my data, in that the universality of these theorists does not quite fit with this study. The variable percentages in this data, especially in giving advice, indicate that politeness does not always exist in terms of positive and negative face in the participants' mind but other considerations related to the goal of the speech act are the main source of the speech act. In this study, politeness in the Setswana school context has demonstrated that politeness has been employed as a strategy for encoding distance between the speaker and the solicitor. The purpose of advising teachers and students through politeness behavior is to mitigate face and to create a favorable context anticipated by the solicitor.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor advies-gee in Setswana wat verband hou met pragmatiekteoretici se argument dat elke menslike interaksie tot 'n groot mate 'n element het dat een, of beide, deelnemers se gesig bedreig word. Die spraakhandeling van beleefdheid is geïdentifiseer as een van die mees effektiewe spraakhandelinge wat ingespan word in die gee, sowel as die vra van advies. Elke spraakhandeling word beïnvloed deur kontekstuele, kulturele en talle ander agtergrondfaktore wat verband hou met onder andere ouderdom, gender en rang, wat bydra tot die wyse waarop die spraakhandeling saamgestel word. Die vraagstukke rakende die beleefdheidsteorie het aanleiding gegee tot hierdie studie oor die mate waartoe beleefdheid 'n rol speel in advies-gee in opvoedkundige kontekste deur Setswana-sprekende persone. Die studie evalueer Brown en Levinson se teorie van die Universele beginsels wat dit stel teenoor die bevindinge van die data verkry in die navorsing oor Setswana-sprekende studente en daar word afgelei dat Brown en Levinson se universalia nie volledig bevestig word nie. Die varieerbaarheid waargeneem ind ie data oor advies-gee dui aan dat beleefdheid nie altyd manifisteer in terme van negatiewe gesig in die deelnemers se oorwegings nie, maar dat ander oorwegings rakende die doelstelling van die spraakhandeling die hoofbron vorm van die spraakhandeling. In hierdie studie, het beleefdheid in die Setswana opvoedkundige konteks aangetoon dat beleefdheid ingespan word as 'n strategie om afstand te vestig tussen die spreker en die hoorder. Die doel van advies-gee aan onderwysers en studente deur beleefdheidsgedrag is om 'n gunstige konteks te vestig, wat verwag word deur die hoorder.
Sayin, Huseyin. "Tactical Messaging And Usage Of Extensible Markup Language Message Text Formats In The Tactical Command Control And Information Systems". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1224682/index.pdf.
Testo completoMTF traffic of a brigade is simulated to verify that XML technology can be used effectively in Turkish Land Forces Tactical Command Control and Information System Projects (TLF TC2IS).
Mok, Yee Man Christabell. "What is revealed through errors? : a study of Hong Kong primary ESL learners". HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/571.
Testo completoTarantino, Marjorie W. "Discovering Korean learners' perceptions of intercultural encounters with their classmates". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/676.
Testo completoWat, Lok-Sze Josephine, e 屈樂思. "Cantonese-speaking students' handling of WH-questions in English". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3692264X.
Testo completoGroot, Ingeborg. "The use of conjunctions in English as a second language (ESL) : students' oral narratives". Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191106.
Testo completoDepartment of English
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.
Testo completo劉德禮 e Tak-lai Michael Lau. "An analysis of ICT usage among the English teachers in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125634X.
Testo completoLee, Chai-yen, e 李彩燕. "An error analysis of Singapore's secondary school student's Chinese language compositions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37274338.
Testo completoCheung, Sin-lin Isabelle, e 張善蓮. "A study of lexical errors in South-Asian Non-Chinese speakingchildren's writing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36863658.
Testo completoChan, Carol Suk Oi. "A cross-sectional study of syntactic errors in English composition by ESL students in Hong Kong : aspects of negative transfer". HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/501.
Testo completoMakhado, Avhatakali Jonathan. "The speech act of apology in Tshivenda educational contexts". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53175.
Testo completoENGLISH ABSTRACT: An apology in Tshivenda is offered when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work, designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide choice of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. Inthe acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immediately. It is not all the males who do not want to apologize directly to females, but there are others who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful in Tshivenda male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of other ones. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve only a few strategies.
AFRIKAANSE OPSOMMING: 'n Verskoning in Tshivenda word aangebied in geval waar 'n individu 'n sosiale reeloortree het. Wanneer dit aangebied word, dien dit as 'n remedie ontwerp om die sosiale onderbreking wat ontstaan het reg te siel. Soms sal die persoon wat veronderstel is om 'n verskoning aan te bied redes vind om die graad van die sosiale oortreding te probeer verminder. ln geval waar die oortreding as baie groot beskou word waar' n mondelingse verskoning nie genoegsaam wees om die verhouding weer te herstel nie. Manne en vrou skoliere behaan heelwat sosiale oortreding teenoor mekaar by die skool en is oorplig om verskoning aan te bied vir sulke oortredings. Tydens die proses van verskoning aanbied word die skoliere gekonfronteer met verskeie opsies om van te kies. Manlike skoliere het die manier om verkonings en verduidelikings te gee vir hulle oortredings. Hulle sal nie 'n direkte apologie aanbied nie. lndien hulle aanvaar dat hulle verkeerd was, sal hul die opsie om hulle verduidelikings te gee as strategie gebruik. Manspersone bly te trots en skaam te wees om 'n apologie te vra van dames. Dames weer vra makliker en direk om verskoning. Hierdie beginstel van om verskoning vra geld nie ten opsigte van alle skoliere nie. Sommiges sal direk apologie aanbied. Ander aanvaar vroulike skoliere as hul gelykes en probeer om 'n gesonde verhouding te handhaf Dieselfde beginsel geld tot vroulike skoliere van hulle sal lang verduidelikings aanbied as 'n strategie deur om verskoning te vra: Hulle vra nie direk om verskoning nie. Daar is ook ander strategiee in gebruiklike in Tshivenda deur manlik sowel as vroulike skoliere, maar is nie populer in gebruik nie. Strategiee soos die duidelike aanvaarding van skuld en die uitdrukking van selfbeskulding word beskou as die minste gebruiklike opsie. 'n Verskoning word beinvloed deur die manier waarop die klaer sy ofhaar misnoe wys of uitspreek. Manlike sowel as vroulike leerders versoek ook in metodiek hoe hulle kla. Hulle maak gebruik van 'n kla strategie wat verskillend is van mekaar. Beide geslagte maak gebruik van direk sowel as indirek beskuldigings. Die verskil egter is by vroulik klaers aangesien hul klagte langer duur as hul manlike ewe nie. Vroulike klaers wys hul woede of ongelukkigheid deur meer klagte strategie te betree. Mans daarom teen neem nie lang om te kla nie en behels net a paar strategiee.
Walters, P. S. "English in Africa 2000 : towards a new millennium : inaugural lecture delivered at Rhodes University". Rhodes University, Grahamstown, 1988. http://hdl.handle.net/10962/d1020747.
Testo completoLee, Jang Ho. "The differential effects of teacher code-switching on the vocabulary acquisition of adult and young EFL learners : a study in the Korean context". Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:7cce31e4-60f9-4998-95c1-4fa7cef5ad0b.
Testo completo朱加信 e Karson Chu. "Written English errors: a case study of one secondary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31679808.
Testo completoBarnes, Bruce D. "Perceptions of students from a Korean university about the attributes of effective lecturers of English as a foreign language". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/228.
Testo completoHwang, Hee-Jeong 1968. "The impact of high-stakes exams on teachers and students : a washback study of the university entrance exam at the secondary school level in South Korea". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79776.
Testo completoThis study first investigates the relationships among the curriculum, the school textbooks, and the CSAT: (1) the relationship between the curriculum and the textbooks and (2) the relationship between the curriculum and the CSAT. Second, this study examines if a washback effect from the CSAT exists. This study further discerns the nature of washback and the variable(s) influenced by the washback effect. The results indicate that the curriculum corresponds to the textbooks, while the CSAT does not represent the curriculum, and that there is a negative washback effect of the CSAT on EFL teaching and learning. The variable(s) influenced by the washback effect are negative attitudes that the participants of the study have toward the test.
Jim, Mei-hang, e 詹美恒. "A study of lexical errors in Cantonese ESL students' writing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31602812.
Testo completoBhattrai, Anju. "A contrastive analysis of the English and Nepali past tenses and an error analysis of Nepali learners' use of the English past tenses". Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159139.
Testo completoDepartment of English
Yoo, Joanne. "A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn". Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/4132.
Testo completoYoo, Joanne. "A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn". University of Sydney, 2008. http://hdl.handle.net/2123/4132.
Testo completoThe teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’