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1
Canbolat, Nilay. "Investigating Elt Instructors". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.
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This study aims at finding out instructors&rsquoperceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
2
Canbolat, Nilay. "Integrating Elt Instructors'". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615742/index.pdf.
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This study aims at finding out instructors&rsquoperceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integrated with ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
3
BAGNI, MARCO. "Le opinioni e l’atteggiamento degli studenti verso l’inglese e l’inglese lingua franca in una università italiana". Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2022. http://hdl.handle.net/11380/1278098.
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L’ascesa dell’inglese come lingua franca globale ha portato la linguistica applicata a mettere in discussione i fondamenti dell’insegnamento dell’inglese (ELT).
Nello “expanding circle”, i modelli ‘inglese lingua straniera’ (EFL) tradizionalmente accettati appaiono oggi superati.
Prima ancora che possano essere suggeriti con sicurezza cambiamenti nell’insegnamento dell’inglese, è importante comprendere le percezioni e le opinioni di chi è coinvolto in prima persona.
L’importanza degli studi sull’atteggiamento linguistico in contesti di ELT è da tempo riconosciuta, e negli ultimi due decenni diversi studi di questo tipo hanno indagato vari aspetti dell’atteggiamento di insegnanti e apprendenti nei confronti dell’inglese in contesti educativi, rivelando la grande vitalità delle norme native dell’inglese.
Ad oggi, la maggior parte degli studi che hanno preso in esame l’atteggiamento verso l’inglese di studenti universitari sono stati condotti in specifici contesti di ELT e sono necessari ulteriori studi che coinvolgano anche studenti che non si specializzano in inglese.
Questa ricerca consiste in uno studio che indaga l’atteggiamento verso l’inglese, l’inglese come lingua franca (ELF) e l’insegnamento dell’inglese di una popolazione di studenti di tre dipartimenti dell’Università di Modena e Reggio Emilia.
La ricerca ha l’obiettivo di contribuire a valutare i modelli accettati EFL di insegnamento dell’inglese e di suggerire possibili indirizzi futuri sia a ricercatori in linguistica applicata sia a professionisti di ELT.
Coerentemente con questo obiettivo, sono state generate le seguenti domande di ricerca:
1. Qual è l’atteggiamento degli studenti verso l’inglese?
2. Qual è l’atteggiamento degli studenti verso ELF?
3. Quali opinioni hanno gli studenti dell’insegnamento dell’inglese?
4. Un metodo aggiornato a ELF va incontro ai bisogni percepito dagli studenti?
Il metodo adottato per questa ricerca attinge alla folk linguistics e ai metodi diretti di indagine sull’atteggiamento linguistico.
Un metodo misto di raccolta dei dati ha integrato un questionario semi-strutturato e delle interviste non strutturate. Sono stati raccolti un totale di 254 questionari sono state condotte e 28 interviste valide, tra dicembre 2019 e maggio 2020. L’analisi dei dati ha combinato tecnica qualitativa e quantitativa, benché con un’enfasi sull’interpretazione qualitativa.
I risultati suggeriscono in generale un orientamento positivo verso l’inglese.
In larga maggioranza, i partecipanti percepivano l’inglese come uno strumento necessario all’inclusione sociale e una porta d’accesso a future opportunità professionali.
Sebbene l’opinione che l’inglese appartiene ai parlanti nativi dello “inner circle” sia risultata prevalente, accanto ad essa coesisteva anche una concezione dell’inglese come strumento de-territorializzato e de-nativizzato di cui si possono appropriare anche i parlanti non nativi.
Le opinioni dei partecipanti sullo ELT hanno dimostrato il prevalere di un orientamento verso le norme native dell’inglese e una significativa influenza di “native-speakerism” e ideologia della lingua standard.
Tuttavia, i risultati hanno anche dimostrato che lo studio di ELF e della linguistica soprattutto, influenzano l’atteggiamento degli studenti verso le varietà di inglese, portandoli a mettere in discussione l’immagine di un inglese monolitico e l’idea di una legittimità esclusiva delle norme native.
Indicando uno scarto tra i modi più tradizionali di insegnamento EFL e le realtà dell’inglese fuori da scuola, molti intervistati hanno criticato lo ELT nel sistema di istruzione italiano.
I risultati suggeriscono la necessità di abbandonare il metodo tradizionale grammaticale-traduttivo e supportare l’apprendimento dell’inglese con una solida formazione in teoria linguistica.The rise of English as a ‘global’ lingua franca has brought applied linguistic scholarship to question the tenets of English language teaching (ELT). In the expanding circle, the traditionally accepted English-as-a-foreign language (EFL) pedagogical model appears today outdated and possibly even obsolete. Before any changes in English language education can be confidently suggested it is important to understand the perceptions and the opinions of the ELT stakeholders. The importance of attitude studies related to the context of ELT has long been recognized and over the last two decades several such studies have investigated, with various foci, the teachers’ and learners’ attitudes towards English in educational contexts, revealing the high vitality of the native English norm. To date, most studies that examined the attitudes towards English of university students were conducted in specific ELT contexts and there is a need for further research that also involves students who do not specialize in English. This research consists of a study that investigates the attitudes towards English, English as a lingua franca (ELF) and English teaching of a population of students of three Departments of the Università di Modena e Reggio Emilia. The research has the objective of contributing to the task of assessing the established EFL models of English language pedagogy, and of pointing to possible future directions for both research in applied linguistics and ELT practitioners. In accordance with this objective, the following research questions were generated: 1. What are the students’ attitudes towards English? 2. What are their attitudes towards ELF? 3. What are the students’ opinions on the teaching of English? 4. Is an ELF-informed approach in tune with the students’ own perceived needs? The research method adopted for this study draws on folk linguistics and the direct approaches to the study of language attitudes. A mixed-methods approach was used for the collection of the data that integrated a structured questionnaire and semi-structured individual interviews. A total number of 254 questionnaire were collected and 28 valid interviews were conducted, between December 2019 and May 2020. The analysis of the data combined a qualitative and a quantitative technique, although with an emphasis on qualitative interpretation. The findings suggest a generalized favorable orientation towards English. By vast majority, the participants viewed English as a necessary tool for social inclusion and a gateway to future professional opportunities. Although the view that English belongs to the native English speakers from the inner circle was found to prevail, it nevertheless coexisted with an instrumental view of English as a de-territorialized and de-nativized tool that can be appropriated by the non-native speakers. The participants’ views on ELT revealed a prevailing orientation towards native English and a significant influence of native-speakerism and standard language ideology. However, the findings also demonstrated that ELF-aware instruction and especially training in linguistics influenced the students’ attitudes towards varieties of English, bringing them to question the image of a monolithic English, notions of ‘standard English’, and exclusive legitimacy of native-speaker norms. Pointing to a gap between the more traditional ways of EFL pedagogy and the realities of English in the out-of classroom, several interviewees were critical of ELT in their how country’s education system. The findings strongly suggest that there is a need to shift ELT practices in the Italian education system away from the traditional grammar translation (GT) method and support English learning with a solid training in linguistic theory.
4
Ходцева, Алла Олександрівна, Алла Александровна Ходцева i Alla Oleksandrivna Khodtseva. "Insights into Formative Assessment in ELT". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67243.
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Overall, the study reveals that, based on the students’ and the faculty
members’ responses, the impact of assessment depends whether the
assessment assesses (measures) what it intends to assess. Forms,
environment, and the intended objectives of classroom assessment are the
three main indicators of good assessment. The impact of assessment is
significantly observable on students’ performance. The way students
approach learning determines the way they think about classroom
assignments and tests. Recent studies advocate for including students in
the process of developing assessment tools because, as Falchikov [4, 43]
states, student involvement in peer assessment adds more value to the
learning process.
5
Yip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.
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6
Yilmaz, Elvan. "Gender Representations In Elt Coursebooks:a Comparative Study". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614681/index.pdf.
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ABSTRACT
GENDER REPRESENTATIONS IN ELT COURSEBOOKS: A COMPARATIVE STUDY
Yilmaz, Elvan
M.A., Department of English Language Teaching Supervisor: Prof. Dr. Hüsnü
Enginarlar September 2012, 135 pages In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this thesis is to investigate whether writers and publishers take the gender issue into consideration while they are revising the coursebooks. In order to address this issue, three recently revised English language coursebooks were compared with their first editions. To be able to compare the coursebooks, their contents were analyzed. Six operating areas of gender stereotypes were set as the categories of the content analysis
presence of female and male characters in the coursebooks, the number of characters represented as family members, distribution of occupational activities, division of household activities, variety of leisure activities and the adjectives used to describe each gender. Throughout the whole study it was observed that the representations of female and male characters in the first editions were closer to the stereotypical representations. By contrast, in the last editions the representations of the genders have ideally become more balanced in all investigated categories of gender stereotypes.
7
Nasr, Atef Ali Mohamed. "A reading improvement programme for engineering trainees in Egypt". Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274435.
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8
Skliar, Olga S. "Gender Representations And Gender Bias In Elt Textbooks Published In The Middle East: A Case Study Of Elt Textbooks Published In Turkey And Iran". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12608555/index.pdf.
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In addition to general knowledge on the official curriculum subjects, including the English language, schools convey multiple cultural and ideological meanings, playing a significant role in the processes of socialization and cultural reproduction. The function of school textbooks as powerful agents of socialization is realized through the texts and visuals in the content. Locally issued ELT materials, written in English by local authors, comprise a combination of local and foreign social meanings. Positive social change may be initiated by constant revision of cultural and ideological implications in educational media and subsequent exclusion of integrated biased meanings and linguistic forms reinforcing social inequities.
This research study deals with gender representations and gender discriminatory meanings in ELT textbooks. It focuses on the ways gender-related social inequalities are reflected in texts and illustrations in two ELT series published by the Turkish Ministry of National Education and the Iranian Ministry of Education.
Critical discourse analysis was chosen for investigation of gender issues integrated in the content of the textbooks. The study examined representations of female and male characters at code level in the pronoun and noun systems, at sentence level in reading passages and dialogues, and in visuals.
The study revealed imbalance in representations of woman and man, and gender-related stereotypes in all examined categories of both ELT series. In both Turkish and Iranian textbook sets, traditional female and male roles depicting women as mothers and housewives and men as breadwinners were emphasized more than modern ones sustaining gender egalitarianism in public and family spheres. In contrast to women, men took active parts in all essential social fields, and bigger numbers of males than females were involved in texts and illustrations. Authors&rsquogender did not have a big influence on the results obtained by the current research. It was suggested that gender-related ideologies and stereotypes are shared, supported, and unconsciously reproduced by both women and men in a society.
9
Chen, Pei. "Perceptions regarding ELT at the tertiary level in mainland, China". Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636599.
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10
Ould, Hende El Moctar. "ELT course descriptions in tertiary education : a critical-interpretative investigation". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/76643.
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The course description is a brief, yet comprehensive, written account of a course teachers produce and give to their students at the beginning of courses. Course descriptions (CDs) are routinely produced and used in many educational institutions. However, with the exception of few passing references to them in Elliot (1997) and Swales (1990), discourse analysis has not sought to provide good understanding. This study is an attempt to fill in such a gap in knowledge by exploring the CD in the context of higher education in the United Arab Emirates, where the researcher has been working up to the completion of the present study. Employing the technique of triangulation, the study forms a methodology that combines Foucault’s approach to discourse, action research and the critical and interpretative paradigms as a basis for analyzing data from 12 CDs, questionnaires and interviews. On the level of analysis, Foucault’s approach to discourse has been operationalized by Systemic Functional Linguistics and Bernstein’s theory of pedagogic discourse. Within the framework of the Systemic Functional Linguistics, the CD as a text is approached from three perspectives: Field, Tenor and Mode. This has revealed the overwhelming use of long clauses, the constitution of the student as’expected to study‘, not as thinking or knowing entity, the use of the Declarative Mood, ambiguity of the source and receiver, ellipsis and obligatory sections. The purpose of investigating the CD within the framework of Bernstein’s theory of pedagogic discourse was to shed light on CD perspectives that could not be accounted for by the text analysis on its own. Thus, it described the roles, production, transmission and reproduction processes of the CD and the attitudes of teachers and students towards it. Thus, it has been concluded that the CD is dominantly regulative, that it is imposed by the Accreditation Committee under the pressure of globalization and that its use needs to be improved or stopped.
11
Hagos, Tewelde Ghebreyohannes. "Teachers' responses to an innovation in ELT methodology in Eritrea". Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324029.
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12
Glück, Martin [Verfasser]. "Disturbance Mitigation Approaches for the ELT Instrument MICADO / Martin Glück". Düren : Shaker, 2020. http://d-nb.info/1224168186/34.
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13
Kuchah, Kuchah. "Context-appropriate ELT pedagogy : an investigation in Cameroonian Primary schools". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58585/.
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Over the last two decades, many ELT professionals and researchers have called for contextually appropriate forms of ELT pedagogy to be developed, arguing that the dominant discourse on ELT methodology, as promoted by local Ministry of Education (MoE) policy makers around the world, has been largely generated in ideal (North) contexts and so does not reflect the challenging realities of the majority of language teaching and learning contexts in which they are being imposed. Despite these calls, there has been very little research that shows how contextually appropriate ELT pedagogies can be developed. To fill this gap, there is a need for research that develops from the bottom-up by relying on input from teachers and learners who constitute the major stakeholders in the teaching and learning process. This study, therefore, set out to investigate students' and teachers' perspectives regarding what counted as good and appropriate English language teaching in two English medium primary school contexts in Cameroon. To achieve this, data was collected through classroom observation, friendship group interviews with children and stimulated recall with teachers from six English medium primary schools from Yaounde and Buea. A further two-day workshop group discussion based on videoed lessons from the six classrooms was organised with 30 teachers in both research sites. The findings of this study revealed that teachers and students possess shared, but also - in some respects - divergent notions of good/appropriate ELT pedagogy which are largely different from MoE enforced methodological procedure, and it is these notions - rather than what the Ministry says - that have the biggest impact on their experiences and practices. The study also revealed that, in exploring insights into their, as well as students’ perspectives on good teaching, teachers in the workshops were able to develop new ideas about appropriate teaching which took on board ideas from children’s perspectives as well as successful practices from the videoed lessons of their colleagues. These findings highlight the potential contribution of a bottom-up research approach to teacher development which takes account of context in the process of generating and disseminating good practice.
14
Kuchah, H. K. "Context appropriate ELT pedagogy : an investigation in Cameroonian primary schools". Thesis, University of Bath, 2013. http://opus.bath.ac.uk/41060/.
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15
Ilyas, Hamzah. "Critical thinking : its representation in Indonesian ELT textbooks and education". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12688/.
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My original contribution to knowledge consists in generating a new critical thinking framework that can be used to investigate the elements of critical thinking in textbooks. The framework, however, can also be used as a guideline for teachers who are concerned with the development of learners’ critical thinking skills. Critical thinking has been included in an Indonesian government document as an educational objective; however, it is currently neglected and not seriously disseminated in schools. This study attempts to investigate to what extent critical thinking has been manifested in textbooks in Indonesia and to what extent Indonesian senior secondary school students are ready for the teaching of critical thinking skills. To this end, the study investigates the elements of critical thinking contained in Indonesian ELT textbooks and students’ responses to modified materials containing elements of critical thinking. Three methods are adopted: content analysis, qualitative analysis of students’ written responses, and interviews. Predetermined analytic categories are used to analyse nine Indonesian ELT textbooks used by senior secondary schools. The categories have been created as a result of evaluating, examining, and synthesising Bloom’s and Freeman’s critical thinking taxonomies, critical thinking strategies from empirical studies, critical thinking programmes created by critical thinking authorities and critical thinking tests. The findings of the content analysis show that the textbooks examined do contain a few elements of critical thinking. Critical thinking questions occupy 15.81% of all of the questions analysed. As the literature has stated that facilitating students’ critical thinking needs to be progressive, the findings suggest that most activities in the textbooks can be used at a basic level in scaffolding to promote students’ critical thinking skills and that more critical thinking activities must be developed by teachers. Promoting Indonesian students’ critical thinking skills is possible as the findings of materials implementation and interviews indicate that the students have the potential to be critical. The findings also show that students are ready to accept the teaching of critical thinking skills.
16
Nordqvist, Jasmine. "Using Interactive White Boards in Language Teaching : Back to Teacher Centeredness or a Step Forward?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45986.
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This essay examines the use of interactive white boards (IWBs) in English language teaching. The aim of the essay is to find out whether IWBs encourage a teacher-centred, transmission-based form of teaching. The project was carried out as a quantitative study of classroom observations, with the aim of counting teacher-initiated interactions in the classroom as a measure of teacher-centredness. Sinclair and Couldhard’s (1975) model of discourse analysis was used as a reference tool for counting the interaction in the classroom with the structure of Initiation, Response, Feedback (IRF). If IWBs encourage a transmission form of teaching, the number of IRF exchanges should be higher. The results of the study showed only a slightly higher average number of IRF exchanges during lessons where the IWB was use. The results also show several activities for which the IWB is used which involve a reduction in the number of IRF exchanges, and therefore providing the basis for the rejection of the hypothesis that IWBs encourage a transmission form of teaching. The essay comes to the conclusion that IWBs is a tool that can be used in a way that is suitable for today’s approaches to pedagogy
17
O'Sullivan, Margo. "The development of effective INSET strategies for unqualified and underqualified primary teachers in Namibia : an action research approach". Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297943.
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18
Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain". Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.
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19
Tomlin, Steve, i n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila". University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
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This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
20
Kesal, Fusun. "An Investigation On Constructivist Classroom Characteristics In Elt Methodology Ii Course". Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/541417/index.pdf.
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The purpose of this study was to investigate to what extent constructivist classroom
characteristics existed in ELT Methodology II courses in ELT departments. Secondly, the
aim was to explore the extent to which constructivist learning activities and evaluation
strategies were perceived to be useful by the students and the instructors. Thirdly, the
study also attempted to find out the extent to which the students and the instructors in
ELT departments had constructivist conceptions of learning and teaching. Finally, it was
aimed to find out whether students&rsquoperception of constructivist classroom characteristics differed according to certain variables such as university, sex, type of high school the students graduated from, expected average score in the course and perceived competency in English. Subjects of the study involved 410 students taking ELT Methodology II course (Ö
zel Ö
sretim Yö
ntemleri II) during 2001-2002 academic year in ELT departments of four universities (Middle East Technical University, Gazi University, Ç
ukurova University and Dicle University) and 15 instructors teaching this course at these universities. Data were collected between May &ndash
July 2002 through administration of a questionnaire (Constructivist Classroom Characteristics Questionnaire) to the students, interviews with the students and the instructors and observation of students&rsquo
microteaching practices in ELT Methodology II classes. Data analysis was carried out through both quantitative (frequencies, means, standard deviations, one-way ANOVA) and qualitative analysis techniques. The results of the study indicated that majority of the students and the instructors perceived the classroom characteristics to be constructivist although there were a few differences in their perceptions. Observations of microteaching also showed that classroom characteristics were constructivist with respect to the variety of the learning activities used by the students, feedback procedures in the classroom and negotiation and cooperation among the students. Secondly, both the students and the instructors perceived constructivist learning activities and evaluation strategies to be more useful compared to the traditional ones. Thirdly, majority of the students and the instructors held either cognitivist or constructivist conceptions of learning. On the other hand, the students were behaviorist in their conceptions of teaching while the instructors were constructivist. Finally, the results indicated that perception of constructivist classroom characteristics differed according to universities, expected average score and perceived competency in English whereas it did not differ according to student sex and the type of high schools the students graduated from. The results revealed that the learning activities, evaluation strategies, students&rsquo
learning experiences and instructors&rsquo
roles in the classroom should be reconsidered and improved in order to make ELT Methodology II classes more constructivist in nature.
21
Baxter, Angela. "The reproduction of a professional culture through teacher education for ELT". Thesis, University of Kent, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408900.
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Hague, Elizabeth. "The role of gesture in British ELT in a university setting". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314024.
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Swe, Saw Thanda. "The use of materials for the teaching of culture in ELT". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17589/.
Pełny tekst źródłaStreszczenie:
The aim of this study is to access the experiences of teachers of English (i.e. English as a foreign language teachers) when teaching cultural elements through coursebooks which are assigned by their schools/universities, and the materials which they use to deliver these lessons plus the activities that they normally select for their classes. Moreover, teachers’ opinions concerning the learning and teaching of cultural elements are studied in this research. Teachers, both native and non-native speakers of English, participated in this research and have EFL teaching experience from 2 years to 30 years. An open-ended questionnaire (85) followed by semi-structured interviews (28) were conducted to learn more of teachers’ experiences and to obtain further details of their opinions on teaching and learning cultures through coursebooks. All data from questionnaires were coded manually and Nvivo 9 and 10 were also utilised while processing and analysing the findings (i.e. to store interview transcripts and extracting participants’ words and coding them appropriately. The details can be found in the Data Analysis section). The study has clearly shown that EFL teachers use the internet, youtube and other kinds of websites through electrical devices such as computers and smart boards and other sorts of authentic materials (e.g. current newspapers or magazines). Youtube is used for authentic material, and the BBC and some other news channels are also accessed for listening tasks. Written materials are less applied in classrooms since teachers think that electronic media materials are more visual for students, thus helping them to understand more easily , encouraging motivation and gaining more attention in lessons. Teachers recommend that learning cultures through coursebooks would benefit students, as language and culture are interlinked, and it would make students not only become fluent speakers of English but also help them to become interculturally competent persons.
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Al-Sadi, Hashil. "Learner autonomy and voice in a tertiary ELT institution in Oman". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9294/.
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Learner autonomy was first defined as the learner’s capacity to take charge of his or her own learning (Holec, 1981). It has become part of the current orthodoxy of language learning and teaching research and practice (Benson, 2009a). However, issues such as what learner autonomy might mean, how it is practised and how it may contribute to language learning, especially from learners’ perspectives, are under-researched in the Omani context. In addition, research on how Omani learners themselves define their roles in language learning and how their definitions might link to their behaviour in and outside the classroom is seriously lacking. This study therefore is an attempt to explore such issues in the Omani context through listening to the learners themselves. The main goals of this study were to find out what we could learn from students’ voices about their language learning and language learning context and how learner autonomy might manifest itself through these voices. Drawing on constructivism and interpretivism traditions, the study employed First-Language Reflective Group Conversations (L1-RGCs) and Reflective Journals to gain qualitative data from a sample of fifteen post-foundation undergraduate students in a tertiary English as a Foreign Language (EFL) institution in Oman. Unlike the research on English Language Learning and Teaching (ELLT) in the Omani context, which suggests that learners are teacher dependent and lacking the capacity for autonomous learning, the findings of the present study suggest that students’ actual capacities for language learning have been largely underestimated and misrepresented. Students do appear to be metacognitively aware of the benefits and conduct of autonomy in language learning and do exercise their agency in language learning, for example in out-of-class language learning situations. Students’ autonomous learning behaviour, however, has been found to be greatly conditioned by the learners’ own learning needs and agendas as well as the learning environment itself. The present investigation also revealed a disparity between how the students perceive their roles in and responsibility for learning and how they actually experience them in their daily learning situations. The present study points to avenues for additional research on learner autonomy, especially on ways of exploring students’ awareness (or insider perceptions) of their roles in and responsibility for language learning and how such awareness could help them become more reflective learners.
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Tonjumpa, Jittimaporn. "English in Thailand: Genre-based Cohesion Analysis of a Thai ELT Textbook". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/15167.
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This study adopted a World Englishes perspective (Kachru, 1985, 1998) in examining an English language teaching textbook produced and distributed in Thailand. Its primary goal was to examine cohesive features in and across different text genres in order to identify discursive patterns that can be potentially classified as Thai English. The data included 15 reading texts from Projects: Play and Learn 6, the latest edition of a textbook for Grade 6 students published by the Ministry of Education, Thailand. Based on Systemic Functional Linguistics (Halliday & Matthiessen, 2004; Martin, Matthiessen, & Painter, 2010), the linguistic tools employed included genre analysis (Martin & Rose, 2008), and cohesion analysis (Halliday & Hasan, 1976; Hasan, 1984; Hasan, 1985). The texts were generically categorised based on their dominant linguistic features, and then cohesive devices employed were identified. Categorisation of cohesive resources was based on Hasan‘s (1985) work in which cohesive items are categorised into reference, substitution, ellipsis, conjunction, and lexical cohesion. Based on a language variation framework (Mahboob, 2014), key findings revealed locally-oriented discursive practices in standardised English model texts. Findings from genre analysis indicated that there was a shift of texts to more advanced generic structures towards the end of the textbook. Regardless, variations were not uncommon since certain linguistic features of some texts diverged considerably from those of its typical, globally-oriented counterparts. Concurring results were drawn from cohesion analysis. Detailed examination of sample texts showed how different linguistic resources of text binding were employed in different text genres. These cohesive features have a potential to be classified as Thai English. However, their presence in a standardised, officially-endorsed language teaching material is problematic, and questions the generalisation of Thai English itself.
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Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing". Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.
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Waters, Alan G. "In-service teacher learning in ELT projects and programmes : an integrated approach". Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274195.
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Yeung, Cheuk-yu, i 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.
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It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Kullman, John Peter. "The social construction of learner identity in the UK published ELT coursebook". Thesis, University of Kent, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405519.
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Chow, Yuet Wah Fanny. "Teacher and learner perceptions of ELT textbooks in Hong Kong secondary schools". Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30871.
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The study aims to explore the textbooks from the perspectives of teachers and learners at the three key stages of the English curriculum in Hong Kong secondary schools in terms of suitability and parameters. Suitability depends on the perceptions of the users (e.g. learners' and teachers') regarding their needs, pedagogy and language use and the goals established by the government English curriculum. The method used is based on a Textbook Evaluation Model (TEM), which establishes the parameters (prescriptive, chronological, psychological and sociological) and emphasises the importance of exploring the variables affecting textbook suitability in the Hong Kong context. Previous research studies on the suitability of textbooks in general are controversial. As a consequence, this thesis attempts to answer some of these criticisms by showing how teacher and learner variables contribute to the concept of textbook suitability. This is all closely allied to the consideration of the parameters and the stakeholders' needs. The survey involves the learners at the three key stages from 52 schools, representing most of the districts in Hong Kong. A total of 555 teachers and 2,535 learners answered the questionnaires. Their opinions were compared to determine, whether any credibility gaps exist among the parameters and stakeholders. The findings indicate that improved textbook development and evaluation can enhance textbook suitability. The overall findings also suggest that statistically different perceptions exist among the intergroups (e.g. learners and teachers) and the intragroups (e.g. subject streams, learning stages, teacher qualifications and experience). The study recommends greater collaborative effort among the textbook stakeholders regarding textbook development and evaluation as a way to attain greater textbook suitability and user satisfaction.
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Aylward, Louise. "Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.
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Schreiber, Laura <1981>. "MCAO for Extremely Large Telescopes: the cases of LBT and E-ELT". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1855/1/laura_schreiber_tesi.pdf.
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Several MCAO systems are under study to improve the angular resolution of the current and of the future generation large ground-based telescopes (diameters in the 8-40 m range). The subject of this PhD Thesis is embedded in this context. Two MCAO systems, in dierent realization phases, are addressed in this Thesis: NIRVANA, the 'double' MCAO system designed for one of the interferometric instruments of LBT, is in the integration and testing phase; MAORY, the future E-ELT MCAO module, is under preliminary study.
These two systems takle the sky coverage problem in two dierent ways. The layer oriented approach of NIRVANA, coupled with multi-pyramids wavefront sensors, takes advantage of the optical co-addition of the signal coming from up to 12 NGS in a annular 2' to 6' technical FoV and up to 8
in the central 2' FoV. Summing the light coming from many natural sources permits to increase the limiting magnitude of the single NGS and to improve considerably the sky coverage. One of the two Wavefront Sensors for the mid-
high altitude atmosphere analysis has been integrated and tested as a stand- alone unit in the laboratory at INAF-Osservatorio Astronomico di Bologna and afterwards delivered to the MPIA laboratories in Heidelberg, where was
integrated and aligned to the post-focal optical relay of one LINC-NIRVANA arm. A number of tests were performed in order to characterize and optimize the system functionalities and performance. A report about this work is
presented in Chapter 2.
In the MAORY case, to ensure correction uniformity and sky coverage, the LGS-based approach is the current baseline. However, since the Sodium layer is approximately 10 km thick, the articial reference source looks elongated,
especially when observed from the edge of a large aperture. On a 30-40 m class telescope, for instance, the maximum elongation varies between few arcsec and 10 arcsec, depending on the actual telescope diameter, on the Sodium layer properties and on the laser launcher position. The centroiding error in a Shack-Hartmann WFS increases proportionally to the elongation (in a photon noise
dominated regime), strongly limiting the performance. To compensate for this effect a straightforward solution is to increase the laser power, i.e. to increase the number of detected photons per subaperture. The scope of Chapter 3 is
twofold: an analysis of the performance of three dierent algorithms (Weighted Center of Gravity, Correlation and Quad-cell) for the instantaneous LGS image position measurement in presence of elongated spots and the determination of the required number of photons to achieve a certain average wavefront error over the telescope aperture. An alternative optical solution to the spot
elongation problem is proposed in Section 3.4. Starting from the considerations presented in Chapter 3, a first order analysis of the LGS WFS for MAORY (number of subapertures, number of detected photons per subaperture, RON,
focal plane sampling, subaperture FoV) is the subject of Chapter 4. An LGS WFS laboratory prototype was designed to reproduce the relevant aspects of an LGS SH WFS for the E-ELT and to evaluate the performance of different centroid algorithms in presence of elongated spots as investigated numerically and analytically in Chapter 3. This prototype permits to simulate realistic Sodium proles. A full testing plan for the prototype is set in Chapter 4.
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Schreiber, Laura <1981>. "MCAO for Extremely Large Telescopes: the cases of LBT and E-ELT". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1855/.
Pełny tekst źródłaStreszczenie:
Several MCAO systems are under study to improve the angular resolution of the current and of the future generation large ground-based telescopes (diameters in the 8-40 m range). The subject of this PhD Thesis is embedded in this context. Two MCAO systems, in dierent realization phases, are addressed in this Thesis: NIRVANA, the 'double' MCAO system designed for one of the interferometric instruments of LBT, is in the integration and testing phase; MAORY, the future E-ELT MCAO module, is under preliminary study.
These two systems takle the sky coverage problem in two dierent ways. The layer oriented approach of NIRVANA, coupled with multi-pyramids wavefront sensors, takes advantage of the optical co-addition of the signal coming from up to 12 NGS in a annular 2' to 6' technical FoV and up to 8
in the central 2' FoV. Summing the light coming from many natural sources permits to increase the limiting magnitude of the single NGS and to improve considerably the sky coverage. One of the two Wavefront Sensors for the mid-
high altitude atmosphere analysis has been integrated and tested as a stand- alone unit in the laboratory at INAF-Osservatorio Astronomico di Bologna and afterwards delivered to the MPIA laboratories in Heidelberg, where was
integrated and aligned to the post-focal optical relay of one LINC-NIRVANA arm. A number of tests were performed in order to characterize and optimize the system functionalities and performance. A report about this work is
presented in Chapter 2.
In the MAORY case, to ensure correction uniformity and sky coverage, the LGS-based approach is the current baseline. However, since the Sodium layer is approximately 10 km thick, the articial reference source looks elongated,
especially when observed from the edge of a large aperture. On a 30-40 m class telescope, for instance, the maximum elongation varies between few arcsec and 10 arcsec, depending on the actual telescope diameter, on the Sodium layer properties and on the laser launcher position. The centroiding error in a Shack-Hartmann WFS increases proportionally to the elongation (in a photon noise
dominated regime), strongly limiting the performance. To compensate for this effect a straightforward solution is to increase the laser power, i.e. to increase the number of detected photons per subaperture. The scope of Chapter 3 is
twofold: an analysis of the performance of three dierent algorithms (Weighted Center of Gravity, Correlation and Quad-cell) for the instantaneous LGS image position measurement in presence of elongated spots and the determination of the required number of photons to achieve a certain average wavefront error over the telescope aperture. An alternative optical solution to the spot
elongation problem is proposed in Section 3.4. Starting from the considerations presented in Chapter 3, a first order analysis of the LGS WFS for MAORY (number of subapertures, number of detected photons per subaperture, RON,
focal plane sampling, subaperture FoV) is the subject of Chapter 4. An LGS WFS laboratory prototype was designed to reproduce the relevant aspects of an LGS SH WFS for the E-ELT and to evaluate the performance of different centroid algorithms in presence of elongated spots as investigated numerically and analytically in Chapter 3. This prototype permits to simulate realistic Sodium proles. A full testing plan for the prototype is set in Chapter 4.
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Hobbs, Valerie. "Examining short-term ELT teacher education : an ethnographic case study of trainees' experiences". Thesis, University of Sheffield, 2007. http://etheses.whiterose.ac.uk/6085/.
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This thesis investigates the beliefs, experiences, behavior and attitudes of ELT course participants on a Trinity College London TESOL Certificate course. Using a primarily ethnographic methodology, data in the form of unstructured and semi-structured interviews, course lectures, teaching practice journals, course documents and field notes were collected and analyzed to offer insight into the design and implementation of short-term teacher education. Course participants were followed for nine months after the course to provide follow-up data, and six experienced ELT teachers were also interviewed to add long-term perspective. The results demonstrated that the length of the Certificate course necessitates a prioritization of practice over theory and a focus on behavioral change at the expense of examination and critique of course participants' pre-existing beliefs. Trainees emerge from short-term teacher training with confidence well in place in most cases but lacking in an understanding of the foundations of informed language teaching, an explicit in-depth knowledge of language, and a view of the field as a profession worthy of long-term commitment. A noteworthy gap was discovered between course participants' lack of desire for further professional development and more experienced teachers' insistence that additional support and training is crucial beyond the short course. The findings of the study point to a need for a radical restructuring of the short course, which takes into account a changing global market and current understanding of teacher change and the significance of teachers' beliefs.
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Liu, J. "Native-speakerism in ELT : a case study of English language education in China". Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3021409/.
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Native-speakerism, an established chauvinistic ideology in the realm of English language teaching (ELT), has been encountering academic and institutional challenges in the past few decades. However, it remains underexplored whether - if so, to what extent - English as a foreign language (EFL) education in China is still affected by this ideology. This study adopts Critical Discourse analysis (CDA), particularly its discourse-historical approach (DHA) as a theoretical guideline to explore this issue by investigating the attitudes of three categories of Chinese ELT stakeholders - students, teachers and administrators - toward Native-speakerism in four interrelated thematic dimensions of ELT to do with teachers, English language varieties, cultural orientations and teaching approaches respectively. Data were collected through questionnaire surveys and interviews from 817 non-English-major undergraduate students in different disciplinary areas, 68 College English (CE) teachers and eight CE program directors of six universities in a province located in North China. Data analysis indicates that the three participant groups, as an entirety, granted a prestigious status to native English speaker teachers (NESTs), particularly Anglo-American Caucasians, Inner Circle English, Inner Circle culture and teaching approaches rooted in Inner Circle countries, inter alia, the communicative language teaching (CLT) approach. Meanwhile, most of the participants expected White NESTs for classroom teaching and upheld Inner Circle English as the learning/teaching target. Although expressing the desire to incorporate into ELT Outer and Expanding Circle cultures, especially traditional Chinese culture, and the conventional teacher-centered teaching approach of China, the participants took them merely as a supplement to Inner Circle culture and CLT. Furthermore, they asserted that offering higher salaries and greater respects to NESTs is not discriminatory, as is prioritizing Inner Circle linguaculture over its Outer and Expanding Circle counterparts. It was also felt that promoting CLT entails no prejudice against the traditional education culture of China. The reasons that most of the participants stated for their endorsing the nativeness principle in these four dimensions of ELT resonate with the conventional Native-speakerist ideology that valorizes Inner Circle English and the education culture of the English speaking West. In addition to these shared standpoints, some inter-group differences were located among the participants. All these findings are indicative of a strong pro-nativeness mentality among the three participant groups, elucidating therefore that EFL education in China is still affected severely by Native-speakerism. Also represented in these findings are the lingering effects of the imbalanced historical-present relations between China and Inner Circle countries as well as the concomitant pro-nativeness ELT policies of China. While exposing the ideological terrain of China's EFL education, this study has implications for relevant future research and for those who are engaged in ELT to take measures to resist Native-speakerism.
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Bilgin, Sezen S. "Code switching in ELT teaching practice in Turkey : teacher practices, beliefs and identity". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/67873/.
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Code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications. In the context of English language teaching, these psychological implications reveal themselves as teachers’ thought processes. While the nature of code switching in language classrooms has been widely studies, as yet little if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. This study is designed to respond this gap in current research. In the study, I worked with five student teachers undertaking their teaching practicum at a private school in Turkey, aiming to investigate their thinking in relation to code switching in their classrooms by using the analysis of classroom interactions, individual interviews and stimulated recall interviews. The first step of the research involved video recording lessons taught by the five student teachers within the framework of their university Teaching Practice course. This was followed by individual interviews with the student teachers focusing on their views of code switching during their teaching experience and their general views about language teaching. The last stage involved stimulated recall interviews with the student teachers based on selected extracts from their lessons chosen after an analysis of spoken interaction in their classes. The data were then analysed using thematic analysis. The findings revealed that code switching is more than merely a linguistic matter; it is also indicative of a number of other dimensions including how teachers define themselves professionally, teacher beliefs, teacher identity, affective factors influencing teachers, and their relationships with supervisors. This study suggests that code switching could usefully be included as a topic in teacher education programmes and in supervisor/mentor training.
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Noseworthy, Elizabeth Jessie Carleton University Dissertation Linguistics and Applied Language Studies. "English in Mexico: EFL teachers' perceptions of the value, the threat and ELT". Ottawa, 1995.
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Gasmi, Rami. "Etude et contrôle du comportement dynamique du grand miroir déformable de l'E-ELT". Observatoire de Paris (1667-....), 2010. https://theses.hal.science/tel-01958549.
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Cette thèse propose une aprroche pour l'étude et le contrôle du comportement dynamique des grands miroirs déformables destinés au futur extrêmement grand télescope E-ELT dont la première lumière est prévue pour 2017. J'y présente une étude appliquée à un prototype de 1 m du concept à actionnement piézoélectrique du miroir déformable. Les paramètes modaux sont tout d'abord déterminés via une modélisation par la méthode des éléments finis et une analyse modale expérimentale. Ils sont utilisés par la suite pour construire un modèle d'état miroir qui va permettre d'étudier sa réponse fréquentielle à des excitations qui stimulent son fonctionnement. Finalement, je propose dans ce travail des moyens de contrôle passifs et actifs des vibrations de la structure du miroir. Les résultats nous montrent que les modélisations classiques des miroirs déformables par des systèmes à une entrée et une sortie dans la boucle globale de l'optique adaptative ne sont pas représentatives de leur comportement dynamique s'ils ont des modes propres dans la plage de fréquences de fonctionnement. Une modélisation multi entrée multis sorties est alors indispensable pour modéliser cette dynamique propre. Les résultats nous montrent aussi que le contrôle des vibrations de ces grandes structures est possible si on dispose d'un modèle décrivant de manière précise leur comportement dynamiqueThis thesis discusses the impact of the dynamical behaviour of the deformable mirror (DM) on the adaptive optics (AO) control loop. The study focuses on the prototype of the large DM of the E-ELT (European Extremely Large Telescope), which first light is planned for 2017. I present here a global approach to apprehend such structures and insert them in the AO loop. The modal parameters of the structure of a 1 m prototype of the deformable mirror are firstly determined through a finite element model and through an experimental modal analysis. The frenquency response of the mirror is then studied in the modal and in the Zernike base. The excitations are defined to simulate the behaviour of the deformable mirror while correcting the turbulent wave fronts. Finally, I present some active and passive ways to control the vibrations of the mirror. The results show that the classical modelling of a deformable mirror in a single input single output way when studying the global adaptative loop behaviour no longer applies when the deformable mirror gets its own dynamics. A multi input multi output model is than necessary to represent these dynamics. The results also show that the control of the vibrations of such structures is possible if we have an accurate model of the dynamical behaviour of the deformable mirror
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Melibari, Ghader. "ELT teaching quality and practice in Saudi Arabia : a case study of the perspectives of ESP and EGP students, teachers and managers at the ELC in Umm al-Qura University". Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17216.
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In recent years EFL education within Saudi Arabia has come under increased scrutiny, due to government efforts to reform the broader education system within the country, and the perceived importance of English as a global language of commerce and enterprise. EFL education within Saudi Arabia suffers from a number of problems, including low standards and a tendency within the Saudi education system to rely upon prescriptive and authoritarian teaching paradigms. In addition to this, there is no cohesive national strategy for EFL teacher training and education, and little emphasis on professional development opportunities for teachers within the EFL field. This study focuses attention on EFL teacher quality within Saudi Arabia as a critical component in improving English language education across the country. The study presents a case study of Umm al-Qura University, in Mecca, Saudi Arabia, in which the perspectives of students, teachers and managers were explored in depth in order to shed light on the current mechanisms for ensuring teaching quality in EFL. Adopting a mixed-methods approach, the study engaged in an in-depth case study of the English Language Centre (ELC) at the Umm al-Qura University. A quantitative questionnaire was distributed to students within the ELC, and semi-structured interviews were undertaken with teachers and academic managers, in addition to classroom observations conducted by the researcher. The findings corroborated recent research on educational paradigms within Saudi Arabia, and highlighted a number of cultural factors that impacted upon teacher quality within the ELC. The findings of the study form the basis of a series of recommendations for improving English language teaching quality within the Kingdom of Saudi Arabia.
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Santos, Victor Rodrigues. "Avaliação da neuroplasticidade em modelos experimentais de epilepsia do lobo temporal". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/17/17134/tde-21072016-103251/.
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As epilepsias acometem entre 1-2% da população mundial. De um modo geral, de todas as epilepsias quase um terço deste total de pacientes apresenta a síndrome epiléptica conhecida como Epilepsia de Lobo Temporal (ELT), a qual se instala geralmente após um insulto inicial ou em decorrência de outras patologias como, por exemplo, trauma ou tumor, e parece ser decorrente de anormalidades intrínsecas do lobo temporal tais como, amígdala, hipocampo e córtex piriforme. Depois de um período de latência variado, promove o surgimento de crises convulsivas. Dentre os pacientes que apresentam ELT, cerca de 20 a 30% deles apresentam resistência ao tratamento farmacológico. Para melhor estudar os processos plásticos envolvidos no processo de epileptogênese ocorridos após a instalação do insulto inicial que levam ao aparecimento de crises recorrentes espontâneas, ratos Wistar foram eletricamente estimulados na amígdala para indução de Status Epilepticus (SE). Foram feitas histoquímicas e immunohistoquímica para marcar neurônios ativados (c-Fos+), novos neurônios (Doublecortin DCX+) e em degeneração (FluoroJade C - FJC+) após as crises. Após a indução do SE observamos que quanto mais graves as crises, maior o número de áreas ativadas (c-Fos+) e maior número de neurônios em degeneração (FJC+). Além disso, não houve associação direta entre as áreas cerebrais ativadas e grau de neurodegeneração, nem associação entre gravidade do SE e intensidade de neurogênese (DCX). A segunda fase deste projeto, executada na University of Cincinnati, refere-se ao estudo do impacto do SE, induzido por pilocarpina (PILO) sistêmica, sobre a neurogênese hipocampal. Utilizando a injeção de BrdU, para marcar o dia do nascimento de novos neurônios granulares, em camundongos Thy1-GFP foram submetidos ao SE por PILO. Foram analisadas a plasticidade dendrítica de neurônios granulares em fase de maturação (imaturas, 1 semana) e maduras (8 semanas). As células imaturas sofreram drásticas modificações na sua morfologia e na densidade dendrítica. Por outro lado, as células maturas não sofreram alterações morfológicas na árvore dendrítica, mas apresentaram uma intensa redução na densidade dos espinhos dendríticos, mostrando assim que as células imaturas estão mais suceptíveis ao impacto das crises epilépticas.The epilepsies affect between 1-2% of the world. In general, all epilepsies almost a third of total patients had an epilepsy syndrome known as temporal lobe epilepsy (TLE), which usually settles after the initial insult or due to other pathologies such as, for example, trauma or tumor, and seems to be due to intrinsic abnormalities such as temporal lobe, amygdala, hippocampus and piriform cortex. After latency period varied, promotes the emergence of seizures. Among the patients with TLE, about 20 to 30% of them are resistant to pharmacological treatment. To better study the processes involved in plastic epileptogenesis occurred after the installation of the initial insult leading to the appearance of spontaneous recurrent seizures, rats were electrically stimulated in the amygdala to induce status epilepticus (SE). Histochemical and immunohistochemistry were done to mark neurons activated (c-Fos +), newborn neurons (Doublecortin - DCX+) and degenerating (FluoroJade C - FJC+) after the crisis. After SE induction observed that the more serious crises, the greater the number of activated areas (c-Fos+) and greater number of degenerating neurons (FJC+). In addition, there was no direct association between the brain areas activated and the degree of neurodegeneration, or association between the severity and intensity of the SE of neurogenesis (DCX+). The second phase of this project, performed at the University of Cincinnati, refers to study the impact of SE induced by pilocarpine (Pilo) system on hippocampal neurogenesis. Using the injection of BrdU, to label the daybirth of new granule neurons in Thy1-GFP mice subjected to SE. We analyzed the dendritic plasticity of granule neurons undergoing maturation (immature, 1 week) and mature (8 weeks). The immature cells have undergone drastic changes in their dendritic morphology and density. On the other hand, the mature cells did not undergo morphological changes in dendritic tree but showed a marked decrease in the density of dendritic spines, thus showing that immature cells are more susceptible to the impact of epileptic seizures.
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Alyasin, Abulqader. "Teachers' perspectives on ELT : a research journey from challenging to conflict circumstances in Syria". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/78502/.
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This thesis is a journey which started investigating CLT innovation and implementation in Syrian schools and, due to the armed conflict in the country, ended with another layer of focus on the impact of Syria War on (education and) ELT, teachers and students. Employing a qualitative approach, the data incorporated audio-recordings and interviews as the two main research tools in the study. The lesson transcripts from two teachers in Syria (Grade 7) and a teacher in a camp school in Turkey (Grade 8) were explored in light of retrospective interviews to uncover how far teachers responded in their actual classroom practices to CLT curriculum innovation tenets and how implementation challenges, including teachers’ cognitions and contextual realities, influenced their practices. Celebrating diversity rather than uniformity, I also endeavoured to appreciate teachers’ own complex reasoning on their practices and how they made sense of their teaching in their immediate contexts. Semi-structured interviews were conducted with 11 other Syrian teachers to further elicit perspectives on contextual forces and teacher beliefs, suggestions for a locally feasible ELT pedagogy and the impact of the current war circumstances on their lives and careers. The analysis of the data reveals the value of seeing teachers as agents of their own practice both in ‘normally’ difficult circumstances and in extreme crisis situations. Teachers’ pedagogical decisions and practices seem to be grounded on their beliefs as to what is viable rather than on the MoE plans. The study points to the significance of not only appreciating teacher beliefs and agency in establishing context-sensitive ELT pedagogies, but also capitalising upon local teachers’ experiences and perspectives and involving teachers in both educational planning and implementation. The final layer of the thesis shows that it is valuable to explore teacher agency in crisis situations and to consider ways to extend the literature to recognise conflict-affected ELT as a research area in which locally produced pedagogies are encouraged, supported and developed within the constraints of displacement and refugee camp schools.
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Keranen, Nancy Susan. "A multi-theoretical mixed-methods approach to investigating research engagement by university ELT staff". Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527158.
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Al, Sheyadi Sheikha. "Higher education ELT curricula at a crossroads : confusions and tensions in the Omani context". Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20382/.
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This thesis examines the purpose and practice of Omani higher education from the perspective of education providers in the field. Specifically, this research examines the tensions and confusion among academics, administrators and policy makers and how they view the provision of the English language curriculum at undergraduate level. The literature seems to indicate that, despite the significant advancement evidenced in the recent reforms, there remain unresolved tensions concerning the provision of higher education. To the best knowledge of the researcher, there is little or no empirical evidence of how these tensions might be played out 'on the ground' among people who are currently involved in higher education in Oman. Employing an interpretive paradigm as a methodological approach, this thesis engages with Clark’s (1987) philosophical framework. This framework highlights three curriculum philosophies, namely: classical humanism, reconstructionism and progressivism, which potentially conflict with each other. Through the content analysis of interviews and documents, the thesis shows stakeholders’ thinking about the ELT curriculum in terms of school mission, curriculum aim, knowledge, learning, the role of teacher, the role of student and assessment. It also explores the process of curriculum planning and the role of policy documents. The research shows how the provision of higher education has been interpreted and implemented at the institutional level. It shows how higher education reforms are viewed and how these reforms are affecting the provision in higher education. The study has found that there are tensions and muddles on the ground, as various interpretations of curriculum are brought to bear by different stakeholders. The study shows that there are contradictions in the stakeholders’ way of thinking about the purpose and practice of the English language curriculum. More interestingly and importantly, these tensions are evident not only among the groups of stakeholders but also within individuals, based own their educational beliefs and backgrounds. The study aims to contribute to the existing theoretical knowledge on the purpose and practice of higher education in general and English language curricula in particular in respect to the undergraduate level. It also intends to inform policy makers, curriculum specialists and teachers of the existing practices and issues in the Omani higher education.
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Berg, Mattsson Alexander. "Reading Matters : An Exploration of ELT textbooks in Sweden and their approach to reading". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42912.
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The present thesis investigates to what extent contemporary ELT textbooks include reading materials as well as what types of texts are being used and what reading strategies they seemingly promote. Additionally, the study analyzes whether there is a noticeable discrepancy in teaching materials designed for the vocational and university preparatory and considers whether the design of the current textbook is representative of the current view of reading as a teaching tool as reflected in official policy documents. Through the means of a content analysis of a total of six in use ELT textbooks, the study discovers that few ELT textbooks include a satisfactory amount of reading materials and that there is a significant discrepancy between teaching materials intended for the separate orientations of upper secondary school in Sweden. It is also discovered that the set of textbooks largely reflect the current view of language teaching. The study concludes that the current practice of language teaching is ill-suited to counter the development of declining reading literacy and suggests an alternative methodology in extensive reading.
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Akcaoglu, Mete. "Exploring Technology Integration Approaches And Practices Of Preservice And In-service English Language Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609579/index.pdf.
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In this study, three aspects of technology integration in English Language Teaching within the context of private universities in Ankara, Turkey were investigated. Firstly, preservice and in-service teachers’
computer usage frequencies/types, computer competence levels, perceived barriers to technology integration and attitudes toward computers were explored. Then, factors (age, gender, work experience, institutional factors being preservice or in-service) that might potentially affect the findings of the first research question were examined. Finally, the educational value preservice and in-service teachers assigned to technology usage in their language teaching practices and their ideas on effective technology integration were scrutinized. In order to reach aforementioned goals, both qualitative and quantitative data were collected with the help of a questionnaire and semi-structured face-to-face interviews. The institutions sampled in this study were all private universities, the infrastructure of which varied drastically. A total of 182 questionnaires collected from the teachers (in-service N=120, preservice N=62), as well as eight in-service and four preservice teachers were interviewed. The findings indicated that teachers used computers at their schools at limited frequency. It was also found that they indicated high levels of instructional computer usage outside the school and technology competence. It was also seen that age, gender and the institutions the teachers worked at affected their technology usage and competence levels. As for the educational value assigned to technology usage in their language teaching, the teachers indicated that technology would help make their lessons more student centered. However, the teachers mainly mentioned using technology as teacher tools rather student tools which help foster higher order thinking skills and learner autonomy. Keeping the usage statistics in mind, it was concluded that the schools, even though all of them were private, lacked computer infrastructure to the point that the teachers had difficulty even to use computers for their personal purposes. It was also concluded that the schools in Turkey were still at the stage of fighting with first-order barriers, even at private institutions, indicating that a vision towards technology integration lacks. As for the educational value assigned to computer usage in ELT, it was concluded that institutional barriers were more of a concern for the teachers as they did not have a chance to delve into actual instructional usage and the ICT courses at college were not preparing the teachers for effective technology integration due to lack of proper training activities.
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Mifsud, Maria. "The relationship of teachers' and students' motivation in ELT in Malta : a mixed methods study". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12983/.
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This thesis investigates the relationship between the motivation of secondary school teachers and students of English in Malta. The study involved 34 Form Four teachers of English and their 612 students (15 year-olds). A mixed methods research methodology, involving a survey and an interview study which complemented each other, was employed. The survey measured levels of teacher and student motivation and the relationship between them through questionnaires. Some of the teachers who had taken part in the survey were then interviewed about their motivation to teach and their perceptions of the relationship between this motivation and their students' motivation to learn. The results show that mainly two factors link the motivation of teachers and students of English. These are a good rapport between teachers and their students and high teacher efficacy. Both of these factors increase the motivation of the students and their teachers. Type of school and the students' attitudes toward Maltese speakers of English were also found to be influencing factors in the relationship between teacher and student motivation. Recommendations which stem from the study are that teachers should seek ways of professional self-improvement through support groups and Continual Professional Development courses. Other suggestions, both at the school level and the policy level, are put forward. These recommendations, if implemented, should improve teacher motivation which would in turn lead to improved student motivation as a positive relationship between the two has been established. The study is one of its kind in that it has established, for the first time, that an empirical link exists between teacher and student motivation.
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Choi, Lai Kun. "Authenticity in ELT task design : a case study of an ESP project-based learning module". Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/9065.
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Authenticity has been viewed as an important issue for ELT and particularly for ESP in creating a communicative language environment (e.g. Breen 1997; Lee 1995; Mishan 2005; Dudley-Evan and St John 1998; Harding 2007) – in order that learners are exposed to ‘real English’ with ‘intrinsically communicative quality’ (Lee 1995) and rehearse the real-world target communication tasks they will have to perform in their future workplace (Nunan 2004:20). This echoes what is advocated in the current Hong Kong educational reform curriculum documents. This thesis explores the theoretical and practical issues concerning the notion of authenticity through a case study of a project-based learning (PBL) module in an ESP curriculum in the context of a Hong Kong vocational institution, and derives from the research findings a 3-level authenticity model applicable for ELT/ESP task design. This thesis has drawn on Bachman’s (1990) dual notion of authenticity in conjunction with Halliday’s triad construct of context of situation (Halliday 1978) as a conceptual framework for the characterization of the authenticity manifested in the PBL task series under investigation. In the light of Bachman’s dual notion of authenticity (that for a task to be authentic, it has to achieve both situational and interactional authenticity), the present study, on the one hand, examines the design features of the case PBL tasks through documentary analysis of the project brief and semi-structured interviews with practitioners in the specific purpose field to ascertain the extent to which the designed tasks are situationally authentic, while on the other hand, investigates the authenticity of the learners’ interaction with the task features (i.e. the interactional authenticity) by eliciting the learners' accounts of their engagement with the tasks through retrospective focus group interviews, in conjunction with an analysis of the discourses produced by the learners in performing the tasks. The research findings show that task design is essentially the construction of a Context of Situation (CoS) which realizes situational authenticity of two different levels. An investigation into the interactional authenticity reveals both authentic and unauthentic aspects of the learners’ interaction with the constructed CoS, which has in turn shed light on a third level of authenticity to be added to the CoS model applicable for ELT/ESP task design.
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Gray, John. "A study of cultural content in the British ELT GLobal Coursebook : a cultural studies approach". Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006679/.
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This thesis investigates cultural content in a sample of British ELT global coursebooks published over the past three decades from a cultural studies perspective. Using a constructionist epistemology, the study aims to identify the nature of cultural content, to account for the form it takes and to examine what a group of Barcelonabased teachers think about such content and the role of culture in ELT. The research design is based on a modified version of the `circuit of culture' proposed by Du Gay, Hall et al. (1997) for the investigation of the construction of meanings associated with cultural artefacts. A descriptive framework, combining elements of content analysis and social semiotics, is applied to four best-selling coursebooks. Their `representational repertoires' are shown to be typified by a pervasive `native speakerism', and the deployment of discourses of feminism, multiculturalism, individualism and consumerism, alongside the ongoing globalizing of content. This content is partly explained by referring to publishers' guidelines and interviews with publishers, in which a discourse analysis approach is used. However, it is only by turning to the literatures on visual communication, consumerism and the concept of promotional culture that a fuller explanation can be provided. What emerges is a picture of a carefully constructed artefact, only some of whose meanings resonate with those of the teachers. Interviews reveal that they construe their practice in terms of teaching English as an international language for predominantly lingua franca purposes. Broad approval for the representational practices associated with gender and race does not extend to the pervasive `native speakerism' or content which is seen as irrelevant to the context of instruction. The thesis suggests that the form cultural content takes is best decided by locals for whom English may have a range of meanings other than those determined for them by British ELT publishers.
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England, Neil Arthur. "Intercultural dialogue with Indonesian state sector language teacher educators about the epistemology of ELT INSET". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12324.
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This is a study through, and of, intercultural dialogue about the epistemology of in-service courses (INSET) for Indonesian primary and secondary state sector teachers of English. The dialogue was with the local experienced and novice language teacher educators from the English Department of an INSET centre attached to the Indonesian Ministry of National Education. The dialogue took place in Indonesia and was conducted almost exclusively in English. Beliefs about the epistemology of INSET in English language teaching (ELT INSET) are understood to be the value attached to, and the perceived relationship between, the different forms of language teacher knowledge that feature in the ELT INSET classroom. The participants’ epistemological beliefs were co-constructed through different forms of dialogue, incorporated in a range of activities designed both for research and professional learning purposes. These activities included the observation of, and post-observation dialogue about, two of the experienced language teacher educators’ ELT INSET classroom practices. The study of intercultural dialogue dimension to the thesis is a product of a reflexive stance on such activities in an intercultural context where issues of language, power, rapport and role expectations were heightened. The participants’ epistemological beliefs were found to reflect much current international thinking about language teacher learning, and there were numerous areas of correspondence between stated beliefs and observed ELT INSET classroom practices. The dialogue “pushed” the participants to make principled justifications of their ELT INSET classroom practices, and to consider additional and alternative practices. The study makes a range of recommendations related to the spirit, scope, sequence, content and management of intercultural dialogue about the epistemology of ELT INSET, for both research and language teacher educator professional learning purposes.
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Thom, Nguyen Xuan, i n/a. "In search of possible solutions to the increase of ELT effectiveness and efficiency for junior secondary schools in rural Vietnam". University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.132457.
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Vietnam is a country with more than 80 percent of the population
living in the countryside. Rural education is, therefore, of vital
importance to Vietnamese education; and ELT effectiveness and
efficiency in junior secondary schools in rural Vietnam is a
problem of worthwhile attention.
This study, being a pilot one, limits itself to seeking solutions to the
increase of ELT effectiveness and efficiency in terms of syllabus
design, textbook revision and teacher development. The study
contains 5 chapters and a conclusion.
Chapter 1 deals with the general background of the study, schooling
and educational philosophies in Vietnam. In this chapter, special
attention is given to the role of foreign language teaching and
learning in Vietnamese schools. In addition, educational
philosophies in Vietnam are discussed as the philosophical and
legal basis for any implementation of FLT and ELT innovations in
junior secondary schools in rural Vietnam.
Chapter 2 deals with input studies and some models of language
teaching and learning that appeared in the last two decades. In this
chapter, special emphasis is laid on studies which explain how
input is transformed into intake and on the models of teaching and
learning that may be applied to the teaching and learning of
English in the context of rural Vietnam.
Chapter 3 deals with language teaching methods as the neverending
search for teaching effectiveness and efficiency. In this
chapter, based on the understanding of such concepts as
effectiveness and efficiency, language teaching methods are
presented as a means to an end, not as an end in itself. Thus, the
selection and use of a method depends completely on the goal set
for the process of language teaching and learning. When the goal
changes, the method will change accordingly.
Chapter 4 deals with the actual FLT and ELT situation in rural
junior secondary schools in Vietnam. This chapter includes the
results of surveys on teacher quality and a critical look at the
implementation of the communicative approach in language
teaching in the current textbooks in use in junior secondary
schools The background of rural students is discussed to clarify the
context of the learners in question.
In chapter 5, based on the theoretical findings in chapters 2 and 3
and on the actual ELT situation mentioned in chapter 4, possible
solutions to the increase of ELT effectiveness and efficiency are
proposed. These solutions are concerned with syllabus design,
textbook revision and teacher development.
The study closes with a conclusion which relates solutions to ELT
effectiveness and efficiency to the general solutions to teaching
effectiveness and efficiency mentioned at a number of workshops
held in Vietnam recently.