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Canbolat, Nilay. "Investigating Elt Instructors". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.
Pełny tekst źródłaperceived 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.
Canbolat, Nilay. "Integrating Elt Instructors'". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615742/index.pdf.
Pełny tekst źródłaperceived 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.
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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaYip, 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.
Pełny tekst źródłaYilmaz, 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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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.
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.
Pełny tekst źródłaSkliar, 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.
Pełny tekst źródłagender 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.
Chen, Pei. "Perceptions regarding ELT at the tertiary level in mainland, China". Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636599.
Pełny tekst źródłaOuld, Hende El Moctar. "ELT course descriptions in tertiary education : a critical-interpretative investigation". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/76643.
Pełny tekst źródłaHagos, 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.
Pełny tekst źródłaGlück, Martin [Verfasser]. "Disturbance Mitigation Approaches for the ELT Instrument MICADO / Martin Glück". Düren : Shaker, 2020. http://d-nb.info/1224168186/34.
Pełny tekst źródłaKuchah, Kuchah. "Context-appropriate ELT pedagogy : an investigation in Cameroonian Primary schools". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58585/.
Pełny tekst źródłaKuchah, H. K. "Context appropriate ELT pedagogy : an investigation in Cameroonian primary schools". Thesis, University of Bath, 2013. http://opus.bath.ac.uk/41060/.
Pełny tekst źródłaIlyas, Hamzah. "Critical thinking : its representation in Indonesian ELT textbooks and education". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12688/.
Pełny tekst źródłaNordqvist, 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.
Pełny tekst źródłaO'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.
Pełny tekst źródłaAinscough, 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.
Pełny tekst źródłaTomlin, 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.
Pełny tekst źródłaKesal, 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.
Pełny tekst źródłaperception 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.
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.
Pełny tekst źródłaHague, 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.
Pełny tekst źródłaSwe, 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 źródłaAl-Sadi, Hashil. "Learner autonomy and voice in a tertiary ELT institution in Oman". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9294/.
Pełny tekst źródłaTonjumpa, 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.
Pełny tekst źródłaKasim, 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.
Pełny tekst źródłaWaters, 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.
Pełny tekst źródłaYeung, 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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Applied English Studies
Master
Master of Arts in Applied Linguistics
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.
Pełny tekst źródłaChow, 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.
Pełny tekst źródłaAylward, 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.
Pełny tekst źródłaSchreiber, 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.
Pełny tekst źródłaSchreiber, 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 źródłaHobbs, 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/.
Pełny tekst źródłaLiu, 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/.
Pełny tekst źródłaBilgin, 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/.
Pełny tekst źródłaNoseworthy, 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.
Znajdź pełny tekst źródłaGasmi, 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.
Pełny tekst źródłaThis 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
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.
Pełny tekst źródłaSantos, 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/.
Pełny tekst źródłaThe 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.
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/.
Pełny tekst źródłaKeranen, 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.
Pełny tekst źródłaAl, 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/.
Pełny tekst źródłaBerg, 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.
Pełny tekst źródłaAkcaoglu, 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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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.
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/.
Pełny tekst źródłaChoi, 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.
Pełny tekst źródłaGray, 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/.
Pełny tekst źródłaEngland, 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.
Pełny tekst źródłaThom, 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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