Rozprawy doktorskie: „English language teaching”

1

Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.

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Alvring, Simon. "Laptops in English language teaching". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80200.

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The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

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3

Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder i L. Bastian. "Teaching to Standards: English Language Arts". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.

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Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.
https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg

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4

Fung, Tak-kit. "Teaching the -ing forms". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626408.

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Yu, Siu-hung. "The teaching of English : a sociological perspective /". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709685.

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6

Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises". Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.

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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observations and experience, and ideation based on the theory of CLT. The analysis resulted in three communicative pronunciation tasks which each include communicative features. However, each of the tasks also face challenges in realising the principles of CLT and are therefore examples on how to begin developing new language tasks, rather than finished model examples of communicative pronunciation tasks. Further research should be conducted in order to prove the functionality of the CPTs presented in this thesis, and to develop them further.

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7

Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level". Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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8

Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Dingwall, Silvia Claire. "The teacher variable in English language teaching". Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.

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Dovgopol, H. A. "Innovations in English language teaching and learning". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10500.

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11

Coccetta, Francesca. "Multimodal Text Analysis and English Language Teaching". Doctoral thesis, Università degli studi di Padova, 2009. http://hdl.handle.net/11577/3426506.

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Corpora of spoken texts are commonly investigated by applying approaches borrowed from the investigation of corpora of written texts, partly due to the lack of adequate concordancing software tools. This common practice has somewhat limited the potential spoken texts bring to the study of oral discourse. Based on the theoretical and technical innovations which have taken place in the field of multimodal corpus linguistics (Baldry and Thibault, 2001; 2006a; 2006b; forthcoming), especially within the MCA project (Baldry, 2007b; 2008a; Baldry and Thibault, 2008), this thesis presents an alternative method for analysing spoken corpora for language functions and notions (van Ek and Trim, 1998a; 1998b; 2001). In particular, it applies the scalar-level approach developed within multimodal corpus linguistics to a corpus of 52 texts, carefully selected from the Padova Multimedia English Corpus (Ackerley and Coccetta, 2007a; 2007b), and demon-strates how this approach to text analysis facilitates the study of language functions and notions vis-à-vis their multimodal co-text (Baldry, 2008a). To illustrate this, the online multimodal concordancer MCA (Multimodal Corpus Authoring System) (Baldry, 2005; Baldry and Beltrami, 2005) was used to create, annotate and concordance the corpus in terms of functions and notions, as well as non-verbal features including gestures, dynamics and gaze. The findings of this research have been applied to English language teaching and learning by creating interactive activities illustrating the way in which corpora of spoken texts and multimodal concordancing techniques can be used by language learners and teaching material developers alike. The activities have been included in the online English course Le@rning Links (Ackerley, 2004; Ackerley and Cloke, 2005; Ackerley, Cloke and Mazurelle, 2006; Ackerley and Cloke, 2006; Ackerley and Coccetta, in press).
È pratica comune indagare corpora di testi orali utilizzando approcci presi in prestito dallo studio di corpora di testi scritti. Ciò è in parte dovuto alla mancanza di software adeguati per la loro interrogazione. Questa pratica ha alquanto limitato le potenzialità che corpora di tali testi offrono per lo studio della lingua orale. Questa tesi riprende i modelli teorici e gli strumenti informatici sviluppati dalla linguistica dei corpora multimodali (Baldry e Thibault, 2001; 2006a; 2006b; in fase di pubblicazione), e offre un metodo alternativo per lo studio di corpora orali per funzioni linguistiche e nozioni (van Ek e Trim, 1998a; 1998b; 2001). In modo particolare, la tesi applica il modello scalare, sviluppato dalla linguistica dei corpora multimodali, ad un corpus di 52 testi, accuratamente selezionati dal Padova Multimedia English Corpus (Ackerley and Coccetta, 2007a; 2007b), e dimostra come tale approccio faciliti lo studio delle funzioni linguistiche e delle nozioni vis-à-vis ciò che Baldry (2008a) definisce il co-testo multimodale. Per illustrate ciò, è stato usato il software MCA (Multimodal Corpus Authoring System) (Baldry, 2005; Baldry e Beltrami, 2005), grazie al quale si è potuto annotare ed interrogare il corpus dal punto di vista delle funzioni linguistiche e delle nozioni, ed anche dei gesti, dello sguardo e delle azioni, per mettere in evidenza l’interazione tra il linguaggio e gli altri sistemi semiotici. I risultati della ricerca sono stati applicati nell’ambito dell’apprendimento della lingua inglese nel contesto del corso online Le@rning Links (Ackerley, 2004; Ackerley e Cloke, 2005; Ackerley, Cloke e Mazurelle, 2006; Ackerley e Cloke, 2006; Ackerley e Coccetta, in fase di pubblicazione).

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12

Chan, Hoi-yan. "Changing English language teaching through ICT integration : an investigation /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474625.

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13

Monaghan, Connie. "Effective strategies for teaching writing". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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Hardman, Frank Christopher. "A-level English language and English literature : contrasts in teaching and learning". Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.

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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.

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15

Yu, Jyu-fang. "Learning and teaching the English Progressive in Taiwan /". Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008480.

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Shannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /". Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.

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17

Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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18

Jorgensen, Mark R. "Teaching the limited English proficiency student". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Rioux, Robyn. "English language learners and the development of the English language learner curriculum". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Mairs, Stephen Alfred. "Teaching English as a missionary language : a revised theory for the evangelical use of English language teaching for religious ends". Thesis, University of Wales Trinity Saint David, 2017. http://repository.uwtsd.ac.uk/737/.

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The aim of this research was to find ways that would help reconcile contested ethical and pedagogic issues raised by the phenomenon of Teaching English as a Missionary Language (TEML): that is, the evangelical Christian use of English Language Teaching (ELT) as a means for achieving religious ends. Four aspects of ELT were examined as a way to identify factors that could contribute to an improved understanding between evangelical Christians and opponents of the appropriation of ELT for religious ends. These were cultural and linguistic hegemony, teacher authority, ethical accountability and teacher identity. This was done by using a combination of qualitative research methods and theological reflection to analyse the data from four case studies about why and how evangelical Christians taught English to speakers of other languages. A revised evangelical identity was used to create an original theological theory of action that describes the characteristics of an evangelical practice of ELT in a way that addresses criticisms made by ELT professionals. The new theory describes how the integration of knowledge drawn from human experience, theology and the social sciences can contribute to the mediation of the Christian faith in modern society. It incorporates a Christocentric understanding of mission as missio Dei, moral transparency regarding evangelical Christian motivation for teaching English and the pursuit of pedagogic excellence. The contribution to the understanding and practice of ELT by evangelical Christians that this research makes is that, by a embracing a Christocentric paradigm of mission as missio Dei and adopting a dialogic collaborative pedagogy, evangelical Christians can make a unique contribution on the basis of their faith towards a redemptive and harmonious relationship with their students and the wider community of ELT professionals.

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Lai, Paul F. "Civics English| Integrating Civics in Middle School English Language Arts Teaching". Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930491.

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English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call “Civics English.” In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team’s development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers’ expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English.

The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children’s storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions.

Integrating civics causes shifts in the teachers’ practices of literary study, writing, and classroom discussion, as they orient students’ learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers’ work, students’ language and activity, and the civic event’s efficacy as an English teaching focal point.

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22

Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /". Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching". Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.

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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demands
Tämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia

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Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.

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Thom, Nguyen Thi, i n/a. "Error analysis and English language teaching in Vietnam". University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.

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This field study report covers four major areas : 1. Error analysis in language teaching and learning and its procedures 2. The relevance of error analysis to the teaching of English as a foreign language in the Vietnamese situation 3. Analysis of errors made by Vietnamese speakers 4. The use of error analysis in teaching English to Vietnamese speakers. Error analysis can be a useful adjunct to second language teaching, since it serves two related but distinct functions : the one, practical and applied in everyday teaching, and the other, theoretical, leading to a better understanding of the second language learning acquisition process. This study emphasizes the practical uses of error analysis in teaching and correction techniques, materials development and syllabus design. It is hoped that error analysis will make some contribution to the teaching of English as a foreign language to Vietnamese speakers, whose language is quite different from English and whose culture is far from being similar to that of English native speakers. This study is aimed at helping Vietnamese teachers of English to change their attitude to students' errors and see them in a more positive way, rather than as signs of failure on the students' part. It is suggested that a teacher of English must be able to recognize errors when they occur, to form some idea of the kind of error made and also why they occur. Finally, he must then be able to draw, from the analysis thus made, some conclusions as to what and how he should teach.

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Leung, Constant H. "Bilingualism and English language teaching : an underdeveloped alliance". Thesis, University of Westminster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237508.

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27

Zhang, Tianqi. "Teaching unit on pets for English language learners". Kansas State University, 2015. http://hdl.handle.net/2097/19701.

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Master of Arts
Modern Languages
Mary T. Copple
Due to the fact that some English as a foreign language students lack motivation to learn English, this report will discuss how to promote their motivation by structuring appropriate lesson plans; giving students authentic L2 input; designing meaningful and communicative activities; choosing the right type of question to create learning opportunities; and using the guided inductive instructional approach for grammar teaching. Also, it will discuss how to prepare to be a 21st century teacher. The second part of this report contains detailed lesson plans for a unit on pets in which pedagogical theory is put into practice. This unit is mainly designed for low intermediate level English learners. The objectives of this lesson plan not only aim for improving students’ English language skills but also developing their animal and environmental protection awareness.

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Mitsigkas, Neophytos. "Using novels in English language teaching in Cyprus". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/19316/.

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This thesis reports on a mixed-methods descriptive study concerning the students and teachers’ perceptions of the role of literature – and novels in particular – in English language teaching and learning. Literature has always been a perpetual feature of language learning, and the transition from the aesthetic study of literature to its use as a resource for linguistic development in the language classroom has marked its implementation and use. For many decades, the use of literature for language teaching was marginalised because of the advent of communicative language teaching. Nevertheless, the current trend favours a resurgence of interest in using literature for language purposes, appreciating its valuable contribution in English language teaching. However, very limited empirical research has been done to examine the use of novels in language teaching. The quantitative component of this research involved 144 students of an English-speaking private school in Cyprus and 26 English language teachers. Both groups responded to a distinct self-completed questionnaire. A follow-up qualitative investigation was carried out with five of the teachers who completed the questionnaire. Lastly, twelve unstructured, non-participant observations were organised with the students who completed the questionnaire, in their classrooms. For a statistical analysis, IBM SPSS Statistics 19 was used, while the qualitative data analysis was done with NVivo 10 and the results from the quantitative and qualitative enquiry were then integrated in order to respond to six research questions. The findings of the study present the students and teachers’ beliefs on the role of novels in ELT and elucidate the acceptance of novels as an invaluable source of motivating and stimulating activities that can contribute to the increase of students’ language awareness. Additionally, the findings resulting from an examination of the students and teachers’ beliefs substantiate and promote the catalytic role of novels in developing an intercultural awareness, where language and culture are seen as interrelated entities and novels are perceived as vivid cultural representations.

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29

Cooper, Adam. "Co-Teaching Science Courses for English Language Learners". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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Strawsine, Megan Frisby Craig L. Flores Lisa Y. "Teaching English language learners scale (TELLS) initial development /". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6649.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 10, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Lisa Flores & Dr. Craig Frisby. Includes bibliographical references.

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31

Wang, Xiaoping. "The origins and development of English language teaching in China /". Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11063610.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Includes bibliographical references (leaves 150-153).

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Björnsson, Julia, i Sigrid Andersson. "Using Movies in English Teaching". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36175.

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This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.

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Lin, Angel. "Teaching in two tongues : language alternation of bilingual teachers in English language lessons in Hong Kong secondary schools /". [Hong Kong] : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12923126.

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Sjönvall, Josefin. "Interactive Whiteboards : English teachers’ integration of the IWB in English Language Teaching". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43386.

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The interactive whiteboard is a fairly recent technical device, which has become an increasingly important teaching aid. The interactive whiteboard is supposed to have a positive impact on English Language Teaching, due to its interactivity and the unlimited opportunities it creates for language teaching. However, findings still show that the interactive whiteboard is used more as a traditional whiteboard to write and show information on rather than as an interactive teaching and learning device. This study seeks to investigate English language teachers’ integration of the IWB in ELT. A qualitative approach was used to collect data for this study. Four English Language Teachers at a lower secondary school in southern Sweden were interviewed. The result from this study shows similarities to previous research. The decisive factors for the participants’ incorporation of the IWB in ELT, such as attitude, knowledge and time, were comparable to previous studies. The result also implies that the participants saw the interactive whiteboard as a useful tool in English Language Teaching and as a regular part of their teaching. Nevertheless, there was a desire among the teachers to learn more about the interactive whiteboard and its possibilities and also to develop their skills in order to improve their teaching and the pupil's language proficiency. Although the teachers in the study used the interactive whiteboard frequently and interactively, the result shows that the most frequent usage was to display information non-interactively.

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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.

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Woolford, Victoria. "Teaching English language learners in the regular elementary classroom". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/VWoolford2007.pdf.

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Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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Yu, Siu-hung, i 余小紅. "The teaching of English: a sociological perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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Lin, Rae Jui-Ping. "Wiggle room for teaching English as a global language? : Western-educated Taiwanese English teachers’ identities and teaching of English writing". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60941.

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As the English language spreads around the globe and is used for various purposes in different social and cultural contexts, scholars and local practitioners have called for deconstructing the ideology of native-speakerism (Holliday, 2006, 2015) and reconstructing the local subjectivity of English language education (e.g., Canagarajah, 2005; Kumaravadivelu, 2016). In this transformation process of English language education, language teacher identity has played a central role because how teachers see themselves as English speakers, writers, and teachers is closely linked to what and how they teach in the language classroom (Varghese et al., 2005). Investigating such transformative potential of English writing education in Taiwan, the present ten-month qualitative case study takes social constructionist perspective to examine four Western-educated Taiwanese teachers’ writing and teacher identities and their teaching of English writing in relation to the discourse of native-speakerism in four Taiwanese universities. Based on data generated from interviews, classroom observation, email correspondence, and class materials, the study illustrates that language teachers’ training and writing experiences, their ideologies about the English language, and students’ and administrators’ expectations of how the English language should be taught all have a great impact on teacher identity formation and teaching practices. Two participants (Ava and Beth) depended on native-like English proficiency and Western pedagogical knowledge acquired while studying in Western graduate programs to define who they were as English writing teachers. The discourse of native-speakerism was reinforced in their English writing classrooms, leaving little room for local English norms and pedagogies to develop. In comparison, the other two participants (Sarah and Nita) viewed themselves as multicompetent writers and offered more space in their writing classrooms for developing non-Anglophone Englishes. However, the possibility for writing alternative forms was denied by Nita’s students and administrators, who expected her to help students achieve high scores on standardized tests. The study adds insights into the scholarship of professional identity construction of Western-educated English writing teachers, an area of research that remains scant in quantity. It also provides pedagogical implications for teacher education programs to cultivate more agents of change (Morgan, 2010) in teaching English writing as a global communicative means.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Price, Stephen William Scharton Maurice. "A synthesis of materials for using the process approach to teaching professional writing". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525564.

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Thesis (D.A.)--Illinois State University, 1985.
Title from title page screen, viewed June 28, 2005. Dissertation Committee: Maurice Scharton (chair), Russell Rutter, Ron Fortune, Stan Renner, Dent Rhodes. Includes bibliographical references (leaves 152-165) and abstract. Also available in print.

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Ramírez, Campos Yanina. "The analysis of English teachers' beliefs about different teaching methods of teaching English as a second language". Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/136710.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
The main purpose of the present study is to discover ESL teachers’ beliefs and what they describe as their own teaching practices. Besides, the purpose is to find out if their beliefs when giving a lesson are strong enough to coincide with other teachers’ practices based on different approaches of second language instruction. The analyzed corpus consists of 5 ESL Chilean teachers; 2 females and 3 males, all around the age of thirty years old. They all currently live and work in Chilean cities and have more than 5 years of teaching experience in different educational contexts. The eliciting technique was a structured survey, where the informants were asked to answer open ended questions, to face a lesson taught through three different teaching methods (Grammar translation, Audio-lingual and the Communicative approaches), to finally mark preferences in a Likert scale. The results confirm the importance of having clear and strong beliefs, and how these determine the way we think, act and make decisions when giving an ESL lesson; which is consistent with the reviewed literature about teaching beliefs. Also, even though not all the participants were consistent in their responses, most of them showed coincidences between what they declare as their own teaching practices and what they believe about other teachers’ instruction. The study will benefit different actors belonging to the teaching context. First, ESL teachers will be able to understand which their ESL beliefs are, second, English institutions will have the opportunity to use this to know in advance what type of teacher they are hiring, and third, students learning English as a second language will be able to choose who the most suitable teacher is according to their needs. In general terms, this study will contribute to the field of teaching English as a second language.

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Nie, Junshan. "Teaching English as a second language, a phenomenological study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ54677.pdf.

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Tan, Melinda Mui Leng. "Prepositional clusters : investigative-oriented learning and English language teaching". Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11299/.

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This thesis attempts to do three things. Firstly, it attempts to bring a new contribution to knowledge about fixed idiomatic expressions in English, by demonstrating that the overall meaning of such expressions need not always be conveyed by the presence of lexical words. Linguistic observation of natural and authentic language use has shown the existence of fixed idiomatic expressions consisting solely of grammatical words and possessing a particular overall meaning. Some of these expressions commonly found in everyday informal communication (written and spoken) are "this and/or that", "either or ", "round and round ", "ups and downs ", "on and off', etc. Secondly, the thesis will seek to illustrate through descriptive analysis that fixed expressions consisting solely of grammatical words can be called "units of meaning", using Sinclair's (1991a) position regarding form and meaning. Thus, a part of the thesis will be devoted to investigating the lexico-grammatical behaviour of such expressions. The analysis focuses solely on prepositional clusters, whose frequent usage in informal spoken and written communication makes them suitable for investigation. These prepositional clusters are composed of prepositions or words that can function as prepositions, and formed as a result of the common syntactic patterns in which they occur. Besides analysing cluster patterns that are composed solely of prepositions or words that can function as prepositions, other clusters which are composed of prepositions with adjectives/adverbs and nouns are included in the investigation, for purposes of comparison. Hence, the prepositional cluster patterns analysed in this study are: a) Prep+and+Prep (egs. ins and outs, up and down), b) Prep+Prep (egs. roundabout, upside down, inside out), c) Prep+Adv/Adj (egs. at most, at least), d) Adj/Adv+Prep (egs. excited about, worried about, angry about), e) Noun+ Prep (egs. Reason for, request for, excuse for) and f) Prep+Noun (egs. by mistake, by chance, by coincidence). In examining the lexico-grammatical behaviour of prepositional cluster patterns, I have applied linguistic principles from both Corpus Analysis and Cognitive Semantics. This approach, which combines two fields of linguistics, lends more depth to the analysis. While principles of Corpus Analysis are useful in determining common meaning usages and grammatical functions of prepositional clusters, principles of Cognitive Semantics are able to extend the interpretation of the meaning usages, with regard to metaphoricity. Consequently, I will utilise the principles in both fields to suggest a semantic representation of all the prepositional clusters analysed in the study, based on a superordinate classification rather than on a network one. The third and final part of the thesis seeks to apply the lexicogrammatical findings and the linguistic principles used in the study to pedagogy. More specifically, these findings, together with the linguistic principles of Corpus Analysis and Cognitive Semantics, have been utilised to construct activities which demonstrate a particular ELT methodology, which I have termed Investigative-Oriented Learning (IOL). IOL is meant to address the limitation of Communicative Teaching in developing investigative questioning in language learners. The aim of IOL thus is to empower learners with skills of Conscious Investigation which may enable them to be sensitive to patterns of language, and to their idiomatic and metaphorical meanings and grammatical functions. Prepositional clusters, which illustrate idiomaticity and metaphoricity in authentic language use, have been used as an example of language patterns to illustrate the methodology behind IOL.

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陳凱茵 i Hoi-yan Chan. "Changing English language teaching through ICT integration: an investigation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256132.

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Kondo, Tamiko. "Developing new forms of discourse for English language teaching". Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22424/.

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This thesis is an account of how I have worked collaboratively with a group of practising Japanese teachers in order to propose a potentially new form of professional education for English language teachers in Japan. It tells the story of how we have learnt to challenge Japanese government policy on English language education and professional education for English language teachers through the process of our inquiry. It also tells of how I have learnt to find ways of developing my practice as a researcher - through working collaboratively in the teacher research group, developing myself as a PhD researcher, and becoming an independent researcher. The inquiry has led to my appreciation of the action research methodology, used for this study, grounded in collaboration, reflective practice and a values-oriented perspective. Our collaborative practice has led to our generating a potentially new understanding of the meaning of communicative competence for use in a Japanese context. This has prompted my recognition of what the improvement of teachers' communicative competence might include, which has been further incorporated into a potentially new form of professional education I propose in this thesis: the new form is grounded in a person-centred dialogic approach, and is characterised by the following four dimensions of teacher professional learning: action, reflection, autonomy and collaboration. I hope that this thesis demonstrates that I have done my best to live my values 'in practice' and have shown my 'commitments' to the values 'in action' (McNiff, 2014, p.113). I also hope that the public presentation of the thesis may act as an invitation to policy-makers and those involved in English language education and to a public debate about the current educational context. Ultimately, I hope to influence education policy formation and implementation in Japan.

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Kiczkowiak, Marek. "Native speakerism in English language teaching : voices from Poland". Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/20985/.

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In recent decades, a widespread and deeply-rooted bias against ‘non-native speaker’ teachers which exists in English Language Teaching (ELT) has been documented. This prejudice together with the discourses that support and normalise it has been recently described as the ideology of native speakerism. This study examines the presence and the effects of native speakerism on ELT in Poland. It also aims to provide suggestions how the ELT profession can move forward beyond the ideology of native speakerism, towards an English as a Lingua Franca perspective on teaching English. More specifically, a mixed methods research design was used to answer five research questions; namely, (1) how students, teachers and recruiters in private Polish language schools understand the concept of a ‘native speaker’, (2) to what extent they prefer ‘native speaker’ teachers and (3) what the possible reasons for such preference might be, (4) what skills and qualities the three cohorts value highly in effective English teachers, and (5) how important is the teacher’s ‘nativeness’ in comparison. Focus groups, questionnaires and semi-structured interviews were used to gather data on these research questions. Results show that native speakerism is still deeply embedded in ELT in Poland with many participants preferring ‘native speaker’ teachers. Nevertheless, the findings also indicate that the participants are aware of the global nature of English and that they do not see ‘native speakers’ as the only correct models of the English language. In addition, the teacher’s ‘nativeness’ seems to be the least important quality of an effective English teacher according to the three cohorts. Several practical implications of these results for classroom practice, materials writing and teacher training are suggested.

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Daubney, Mark. "Language anxiety in English teachers during their teaching practice". Doctoral thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/3720.

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Doutoramento em Didáctica
Este estudo explora a influência da ansiedade linguística em futuros professores de Inglês em situação de prática pedagógica. Setting the Scene descreve o aumento de interesse pela ansiedade linguística por parte dos investigadores no contexto da aprendizagem e do ensino, e a relevância desta questão para professores estagiários fazendo a transição de aluno para professor. O autor também considera a sua própria experiência de ansiedade – enquanto estudante e investigador – de modo a gerar um maior entendimento desta emoção complexa. O Capítulo 1 da Parte 1 descreve como o afecto na aprendizagem e na investigação da língua tem vindo a ser um factor preponderante no interesse mais alargado sobre as emoções em contextos educacionais. A recente influência da teoria social na aquisição de uma segunda língua e como esta pode ajudar a repensar a investigação das emoções é discutida antes do final do capítulo, onde se examina ainda como as emoções são expressas na comunicação e interacção. O Capítulo 2 concentra-se na ansiedade na aprendizagem da língua e em como o peso da noção em contexto social alargado tem provavelmente influenciado uma abordagem dominantemente de cariz positivista na investigação sobre a ansiedade linguística. Controvérsias e variáveis da personalidade relacionadas com a ansiedade linguística são discutidas, considerando-se a possibilidade de novas direcções para a investigação. A prática pedagógica é vista como um campo fértil de investigação sobre a ansiedade linguística em estagiários, com estilos de supervisão e discursos – nomeadamente estratégias de delicadeza e de mitigação – sendo considerados influências importantes na experiência desta emoção. O Capítulo 3 da Parte 2 detalha a abordagem etnográfica e etnometodológica do estudo e o procedimento de investigação em si. Os dados foram recolhidos em três momentos distintos. Primeiro, através de inquéritos aplicados aos estagiários antes do começo do estágio. Numa segunda fase, durante o estágio, os dados principais foram recolhidos através das aulas e duma entrevista semi-estruturada com os estagiários, ambas vídeo gravadas, e dos encontros de pós-observação áudio-gravados. Os dados subsidiários recolhidos nesta mesma fase incluem reflexões escritas e dossiers dos estagiários, observações escritas das aulas do investigador e o relatório intercalar dos professores supervisor e cooperante. Na última fase, posterior às aulas, a recolha dos dados principais foi realizada através de uma vídeo gravação da reunião de avaliação final com todos os participantes e de stimulated recall protocols com cada professor estagiário. O Capítulo 4 é predominantemente uma análise qualitativa de discurso, utilizando categorias de análise para identificar sinais de ansiedade emergentes dos dados. Os resultados mostram que um dos estagiários pode ser caracterizado como tendo uma experiência de ansiedade mais debilitadora, outro uma ansiedade mais facilitadora, enquanto a experiência do terceiro é menos pronunciada e mais difícil de caracterizar. Sinais e fontes múltiplos e complexos de ansiedade foram identificados mas as próprias autoimagens dos sujeitos como professores de Inglês, construídas em interacção ao longo do estágio, estão no centro desta experiência emocional. O Capítulo 5 considera as implicações e as conclusões deste estudo. São dadas indicações para a relação estagiário-supervisor e quanto aos estilos do supervisor no quadro da prática pedagógica assim como sugestões para que a ansiedade linguística seja explicitamente abordada na formação em supervisão. Finalmente, é ponderada se a experiência da ansiedade linguística destas estagiárias e as suas fontes têm ou não implicações na formação dos alunos de línguas.
This study explores the influence of language anxiety on three pre-service teachers of English during their teaching practice. Setting the Scene describes the rise of interest in language anxiety for researchers working in language learning and teaching contexts, and its relevance to trainees making the transition from student to qualified teacher. The author reflects on his own experience of anxiety – both as a language learner and researcher – in order to shed greater light on this complex emotion and the motivation for researching it. Chapter 1 of Part 1 relates how affect in language learning and research has become an established consideration within a broader interest in emotions in educational contexts. The recent influence of social theory on second language acquisition and how it can help to rethink the research of emotions is discussed before the final part of the chapter looks at how emotions are expressed in communication and interaction. Chapter 2 focuses on anxiety in language learning, and how the powerful notion of anxiety in our society has likely influenced a dominant, positivist approach to researching language anxiety. Controversies and personality variables related to language anxiety are considered, and possible new directions for research considered. The language teaching practicum is seen as fertile ground for researching language anxiety in the trainees, with supervisor styles and discourse - namely politeness and mitigation strategies - being considered important influences on the trainees’ experience of this emotion. Chapter 3 of Part 2 details the ethnographic and ethnomethodological approach of data collection and the research procedure itself. Data was collected in three distinct phases: first, through questionnaires applied to the trainees before the teaching practice; next, during the teaching practice itself, the main data were collected through video recorded lessons, a video recorded semi-structured interview with the trainees, and audio recorded post-observation conferences whilst secondary data consisted of the researcher‘s written observations on the lessons, trainees’ written reflections and teaching files, and the supervising and cooperating teacher’s mid-term report. The last research phase saw the main data collected through a video recorded final assessment meeting with all the participants and, finally, stimulated recall protocols with each trainee. Chapter 4 is largely a qualitative analysis of discourse, using categories of analysis to identify signs and sources of anxiety emerging from the data. One trainee can be characterised as experiencing a debilitating anxiety, another facilitating anxiety, whilst the third trainee’s experience is much less pronounced and difficult to characterise. Multiple and complex signs and sources of anxiety were identified but the images of themselves as English teachers, jointly constructed in interaction, were at the core of the trainees’ emotional experience. Chapter 5 discusses the implications and the conclusions of the study. Indications for supervisor-trainee relationships and supervisor styles within the context of the practicum are put forward as are suggestions to make language anxiety an explicit consideration on supervisory courses. Finally, the experience and the sources of the trainees’ language anxiety and the possible implications these may have for pupils/students in their language classes are briefly considered.

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Masoud, Omaima Abugaila Elmahdi. "Portfolio in teacher education and in English language teaching". Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17167.

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Mestrado em Supervisão
O desenvolvimento educacional moderno trouxe novas portagens para a avaliação das capacidades que os alunos irão utilizar em tarefas da vida real. Esta necessidade tem criado uma mudança radical nos métodos tradicionais de ensino e avaliação. Assim, são necessárias abordagens alternativas de avaliação, quer do processo, quer do produto de aprendizagem. O presente estudo leva em consideração o uso de estratégias de utilização do portfólio no ensino de Inglês, com particular destaque para o sistema de ensino da Líbia. Além disso, apresentam-se definições, algumas vantagens e desvantagens do uso de portfólio, bem como possibilidades de sua utilização para a avaliação e melhoria do desempenho dos alunos. Além disso, será dada atenção à importância de desenvolver a consciência dos professores para o portfólio. A investigação indicou que os portefólios podem ser vistos como conjunto selecionado de trabalhos importantes, o que se relaciona com a medição do desempenho do que foi conseguido. O seu uso pode fornecer aos professores maior feedback sobre o seu ensino e obter mais informações sobre o processo de aprendizagem dos alunos. Como conclusão, podemos afirmar que os portfólios podem servir como uma boa alternativa de ensino- aprendizagem e avaliação no ensino de Inglês, devido às vantagens que oferece.
Modern educational development has brought up new tolls for the evaluation of the skills students will need in real-life tasks. This need has created a radical change in traditional methods of instruction and assessment. Therefore, alternative evaluation approaches are needed in assessing both learning process and product such as achievement portfolio. The present study takes into consideration the use of portfolio assessment strategies in English language teaching with particular emphasis on the Libyan education system as a case study. In addition, definitions, advantages and disadvantages of the use of portfolio are presented using the achievement portfolio as a tool of teaching and evaluation pointing out its importance in improving students‟ performance. Moreover, attention will be paid to the importance of developing teachers‟ awareness as far as the importance of portfolios is concerned. Research has indicated that achievement portfolio is a collection of the important works, which is related to the measurement of the performance of what was achieved. Its use can provide teachers more feedback about their teaching and more information about students‟ learning process. As a conclusion, we may state that portfolios can serve as a good alternative teaching and assessment tool in English language teaching due to the advantages that it offers.

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Canady, Meghan Alis. "Teaching English language learners teacher knowledge, perceptions, and behaviors /". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-3/r3/canadym/meghancanady.pdf.

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