Rozprawy doktorskie na temat „English teaching”
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Bondarchuk, Julia. "Differentiated teaching English". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15188.
Pełny tekst źródłaMorozova, I. A. "Teaching english using video". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18435.
Pełny tekst źródłaDenysenko, V. "Teaching methods for teaching English for specific purposes". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.
Pełny tekst źródłaAlvring, 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.
Pełny tekst źródłaТкаленко, А. М. "Teaching English using interactive technologies". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15216.
Pełny tekst źródłaМальована, Нiна Володимирiвна, Нина Владимировна Малеванная i Nina Volodymyrivna Malovana. "Various approaches in teaching English". Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40187.
Pełny tekst źródłaАндрейко, Лариса Володимирівна, Лариса Владимировна Андрейко i Larysa Volodymyrivna Andreyko. "Classroom interaction in teaching English". Thesis, Publishing House «Education and Science», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59598.
Pełny tekst źródłaРозглядаються різні види взаємодії: студент-викладач, студент-студент. Надаються практичні рекомендації щодо організації роботи в парах та групах.
Анпілогова, Тетяна Володимірівна. "POPULAR METHODS OF TEACHING ENGLISH". Thesis, Національний авіаційний університет, 2019 //Лінгвістичні та методологічні аспекти викладання іноземних мов професійного спрямування України: Матеріали І Міжнародної науково- практичної конференції 20 березня 2019 р. / За заг. ред. О.М. Акмалдінової. – К. : НАУ, 2019. с 13-15, 2019. http://er.nau.edu.ua/handle/NAU/38409.
Pełny tekst źródłaУспех в изучении языка зависит от качества выбранного метода. У каждой методики есть свои плюсы и минусы. В статье описаны 4 метода (сугестивный метод, традиционная техника, коммуникативная методика, интенсивный метод обучения) преподавания английского языка.
Успіх у вивченні мови залежить від якості обраного методу. Кожна техніка має свої плюси і мінуси. У статті описано 4 методики (сугестивний метод, традиційна методика, комунікативна техніка, інтенсивні методи навчання) висвітлені у статті.
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.
Pełny tekst źródłaKehlmeier, Maria, i Pernilla Svensson. "Current Affairs and English Teaching". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28452.
Pełny tekst źródłaFung, Tak-kit. "Teaching the -ing forms". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626408.
Pełny tekst źródłaTikkakoski, 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.
Pełny tekst źródłaDahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.
Pełny tekst źródłaLin, 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.
Pełny tekst źródłaEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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.
Pełny tekst źródłaYu, 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.
Pełny tekst źródłaLärkefjord, 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.
Pełny tekst źródłaThe 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.
Blue, Timothy R. "Mentor-Teaching in the English Classroom". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/48.
Pełny tekst źródłaMamane, M. (Michelle). "Teaching English in a multilingual classroom". Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201710102966.
Pełny tekst źródłaMadzo, Daniela. "Teachers’ Attitudes Towards Teaching English Pronunciation". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51748.
Pełny tekst źródłaВишневська, Марина Олександрівна. "Distance education system in teaching english". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7217.
Pełny tekst źródłaГоробченко, Неля Георгіївна, Неля Георгиевна Горобченко i Nelia Heorhiivna Horobchenko. "Teaching english in mixed-ability classes". Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16684.
Pełny tekst źródłaАндрейко, Лариса Володимирівна, Лариса Владимировна Андрейко i Larysa Volodymyrivna Andreyko. "Classroom management skills for teaching English". Thesis, ХНУ імені В.Н. Каразіна, 2014. http://essuir.sumdu.edu.ua/handle/123456789/59243.
Pełny tekst źródłaРозглянуті такі питання організації роботи на занятті як види діяльності, формування груп, авторитет викладача, інструменти та прийоми ефективного викладання. Проаналізовано мету організації роботи на занятті.
Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова i Iryna Anatoliivna Morozova. "Using lateral thinking in teaching English". Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40194.
Pełny tekst źródłaЛяшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко i Iryna Volodymyrivna Liashenko. "Concept Checking Questions in Teaching English". Thesis, Глухівський національний педагогічний університет імені Олександра Довженка, 2018. http://essuir.sumdu.edu.ua/handle/123456789/72579.
Pełny tekst źródłaСтатья раскрывает значение понятия вопросов для проверки содержания, выделяет важные составляющие, приводит примеры и подчеркивает важность применения.
The article reveals the meaning of the concept of questions for checking the content, highlights important components, gives examples and emphasizes the importance of application.
Максимівна, Василишина Наталія. "Challenges in teaching English for tourism". Thesis, National aviation university, 2019. http://er.nau.edu.ua/handle/NAU/42710.
Pełny tekst źródłaJorgensen, Mark R. "Teaching the limited English proficiency student". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.
Pełny tekst źródłaMims, 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.
Pełny tekst źródłahttps://dc.etsu.edu/etsu_books/1191/thumbnail.jpg
Larsson, Malin. "Cultural Capital through Novels in English : Is There One Sovereign Teaching Method when Teaching Novels in English?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33634.
Pełny tekst źródłaChan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.
Pełny tekst źródłaRamírez, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaHultgren, Korkis Jenny. "Teaching English to Students with a Limited Proficiency in Swedish : English teachers’ perspectives on teaching English to newly arrived students in Sweden". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-81117.
Pełny tekst źródłaLai, 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.
Pełny tekst źródłaEnglish 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.
Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.
Pełny tekst źródłaWisaijorn, Patareeya, i n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure". University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.
Pełny tekst źródłaChan, 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.
Pełny tekst źródłaLarsson, Daniel. "English teaching outdoors – Student responses and attitudes towards outdoor EFL teaching". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28457.
Pełny tekst źródłaSobyra, Angela Meredith. "Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89753/1/Angela_Sobyra_Thesis.pdf.
Pełny tekst źródłaYe, Zhen. "Using TPR Method in Teaching English Adjectives". Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8744.
Pełny tekst źródłaDingwall, Silvia Claire. "The teacher variable in English language teaching". Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.
Pełny tekst źródłaYu, 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.
Pełny tekst źródłaCheng, Hsing-Fu. "Motivational teaching practice of Taiwanese English teachers". Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431328.
Pełny tekst źródłaAarinen, J. (Jenni). "Teaching and learning English pronunciation in Finland". Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905111724.
Pełny tekst źródłaDovgopol, 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.
Pełny tekst źródłaДомашенко, Дар’я Вікторівна. "Modern information technologies usage in teaching English". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13019.
Pełny tekst źródłaRoienko, L. V. "The main aspects of teaching English online". Thesis, Національний авіаційний університет, 2020. https://er.knutd.edu.ua/handle/123456789/16224.
Pełny tekst źródłaМета даного дослідження проаналізувати основні технічні аспекти. котрі вчителю потрібно знати і брати до уваги для того, щоб почати викладати англійську мову онлайн.
Соколова, І. В. "Teaching Professional Judicial Vocabulary at English Classes". Thesis, Дніпропетровський національний університет, 2004. http://essuir.sumdu.edu.ua/handle/123456789/61779.
Pełny tekst źródłaThe paper is devoted to some aspects of teaching professional judicial vocabulary at English classes through a range of tasks and activities.
Макаренко, О. Є. "On Differences Between GE Teaching anf ESP Teaching". Thesis, ПолтНТУ, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60162.
Pełny tekst źródłaТези пропонують короткий огляд різноманітностей у викладанні англійської загального вжитку і англійської для спеціальних цілей стосовно цілей навчання, навчальної програми, ролі вчителя та обов'язків учня.
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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