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Hemchua, Saengchan. "Vocabulary development in Thai EFL and ESL learners". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270286.
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Shin, Somi. "Competence in communication for ESL/EFL speaking curriculum". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1962.
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This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.
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Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms". [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001222.
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Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs". Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.
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Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students? perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students? perception of ESL programs.
5
Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties". OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.
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This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations of their experiences in the Saudi and U.S. contexts. The two research goals are: (1) exploring the similarities and differences between the two contexts based on the participants’ perceptions; and (2) identifying potential effects of these similarities and differences on the participants’ writing during graduate studies in the U.S. Participants’ perceptions focus on the differences between the Saudi and U.S. contexts, rather than similarities, and their comparisons of the two contexts are discussed based on eight key factors: student’s role, students’ expectations, teacher’s role, relationship with instructors, writing process, feedback and grading, off-campus social life, and educational policies. The potential effects of these differences on Saudi students’ writing in the U.S. context are classified into three domains: educational procedures and academic standards; pedagogies; and writing processes. I conclude this study by offering recommendations for U.S. professors and instructors who may teach Saudi students and future Saudi students who plan to come to the U.S. universities.
6
Longcope, Peter. "Differences between the EFL and the ESL Language Learning Contexts". 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/11827.
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Yen, Yuh-Yun. "Identity issues in EFL and ESL textbooks : a sociocultural perspective /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242845672.
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Yen, Yuh-Yun. "Identity issues in EFL and ESL textbooks : a sociocultural perspective /". Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242845672.
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Ruthan, Mohammed Qasem. "English Loanword phonology in Arabic". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1361.
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There has been an increase in interest among researchers in the study of loanword phonology, but only limited studies have been carried out on the phonology of English loanwords in Arabic. Thus, there is a need for more linguistic studies to shed light on the borrowing of English loanwords into Arabic. A significant issue that has been the subject of an ongoing debate is whether adaptation processes are part of perception or production. This study investigated the phonology of English loanwords in Arabic. In the process, it discussed the phonetic and phonemic approaches that have been controversial in loanword adaptation. The study questioned whether the absence of phonemes in the Arabic phonemic inventory equivalent to certain English target phonemes affected EFL and ESL learners' pronunciation of English loanwords differently. It also examined whether they substituted phonemes, and if so, whether the two groups of speakers used the same phonemes for substitution or used different ones. A list of 29 loanwords was compiled and used to examine the productions of 15 EFL learners from Salman University and 15 ESL learners from the Center for English as a Second Language in Southern Illinois University. Examining the effects of the Arabic Ll on the production of loanwords via transfer, approximation, the Markedness Differential Hypothesis, and Optimality Theory showed that these English loanwords had undergone certain phonological modifications. Both EFL and ESL learners reflected native Arabic phonological processes, while only ESL learners reflected universal patterns, such as VOT approximation, that followed neither the phonological system of Arabic nor that of English. Consequently, the findings of the study contribute to a better understanding of how both phonology and phonetics are related to English loanwords in Arabic. Further research is suggested to investigate different aspects of loanword phonology, such as the effects of orthography.
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Ciccarelli, Silvina Beatriz. "ESL for nation-building, the origins of federally-funded ESL in Canada". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/MQ28700.pdf.
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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.
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Altheeby, Muhammed. "Differences in the pragmatic competence of Saudi EFL and ESL learners". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/119180/.
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Pragmatic competence, the ability to use language effectively in a contextually appropriate fashion, has been a central concern in pragmatic studies for more than four decades. A large number of pragmatic competence studies have examined the pragmatics of native and non-native speakers of English, investigating the significance of the spread of the language across the globe. In the majority of studies, the focus has been on the pragmatic norms of native speakers, the development of English language learners' pragmatic competence, and the apparent pragmatic differences between native speakers and language learners. However, there is a dearth of studies contrasting the pragmatic competence of EFL and ESL learners. The present study targets this under researched area, by evaluating the pragmatic competence of Saudi EFL learners in Saudi Arabia and Saudi ESL learners in the UK. More specifically, it investigates how EFL and ESL groups perform the speech acts of requests and refusals in English, in contrast with British native speakers of English (NSE) as a point of comparison. The participants in this study are 90 Saudi EFL learners, 90 Saudi ESL learners, and 60 British NSE. The data set, including the utterances of requests and refusals in English, was compiled using two quantitative research methods: (1) a discourse-completion task (DCT) comprising nine request scenarios and nine refusal scenarios, and (2) a role-play task (RPT), involving six request scenarios and nine refusal scenarios. The pragmatic features of the requests were categorised, quantified and analysed using the classifications set out by Blum-Kulka, House, and Kasper (1989), whilst the pragmatic features of refusals were categorised according to the Universal Refusal Strategies Taxonomy of Beebe, Takahashi, and Uliss-Weltz (1990, pp. 72-73). The results indicate notable pragmatic similarities and differences in the requests and refusals across the three groups. To summarise, the ESL and NSE groups' results showed relatively more similarities when compared with the EFL group, in terms of directness, politeness norms and modifications. The data also revealed that sociological variables (e.g. power, social distance) influence participants' speech acts, and the length of time spent learning English and the intensity of communication affect the non-native groups' acquisition of speech acts.
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Kangas, Sara E. N. "Special Education Trumps ESL: Policy as Practice for ELs with Disabilities". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/318677.
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Teaching & LearningPh.D.
This dissertation investigates the educational practices surrounding English Learners (ELs) with disabilities, a unique population of learners who are not only acquiring English as a Second Language (ESL) but also have an institutionally identified disability. Possessing these characteristics, these learners are located at an intersection--the intersection of minority social categories and the intersection of two disciplines, special education and ESL. This intersection is the source of educational ambiguity; namely educators are left wondering how they can possibly target the heterogeneous learning needs of these students within the course of any given school day. Employing ethnographic methodology, this dissertation was designed as a vertical case study of two elementary schools within Pennsylvania. With over a year of observations, 40 interviews, and artifact collection, this dissertation draws on intersectionality for its theoretical underpinnings to investigate the educational practices of service provision for ELs with disabilities. More concretely, it examines how institutional factors and personnel's beliefs construct and even limit the opportunities ELs with disabilities are offered within their learning contexts. It argues that second language (L2) identities are erased during service delivery practices through specific institutional and ideological factors, so that in effect, ELs with disabilities become learners with disabilities. Further, this dissertation questions the de facto policy of eliminating ESL services for special education with the understanding that such practices fail to address the multidimensionality of these learners while simultaneously circumventing educational law.
Temple University--Theses
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Belcher, Lynne Brosnahan Irene. "ESL composition analyzing revision /". Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918604.
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Thesis (D.A.)--Illinois State University, 1989.Title from title page screen, viewed September 27, 2005. Dissertation Committee: Irene Brosnahan (chair), Margaret Steffensen, Ronald Fortune, Janice Neuleib, Sandra Metts. Includes bibliographical references (leaves 88-92) and abstract. Also available in print.
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Padilla, Anne Hardie. "ESL: Teaching for Communication". TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.
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Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival.
Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study.
In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language.
One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.
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Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.
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The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing an English for Academic Purposes (EAP) program. Even after this program, some still had trouble with reading comprehension. For students to be successful in their content-specific classes, they must understand the subject matter. Individual interviews were used to gather the perspectives of 13 ESL college students enrolled in EAP courses, selected through purposeful sampling. The questions related to connections between content delivery, assessments, and academic struggles in content-specific classes. As data were collected, they were organized according to recurring themes, common patterns, and categories. The findings suggested that colleges need to ensure that instructors are fully prepared to provide quality instruction during EAP courses for ESL students. If this suggestion is enacted, these ESL students will also benefit as they will be able to use English for academic and social mobility change. The findings will also provide information specific to Constitution College that will add to the body of knowledge regarding the perspectives of ESL college students in the United States.
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McCloud, Jennifer Sink. "Storied Lives: Exploring English Language Learners' School Experiences". Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50970.
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Using a qualitative bricolage approach (Kincheloe, n.d., 2008), this study explores the everyday school life of immigrant students enrolled in an Advanced English as a Second Language (ESL) classroom in a high school in southwest Virginia. The overarching objective of this study is to examine how these students"five from Mexico, three from Honduras, and one from China" experience school. I present my research in two manuscripts: "Just Like Me: How Immigrant English Language Learners Experience a Rural High School and "I'm NOT Stupid!" The Trouble with JanCarlos. In Just Like Me, I use figured worlds (Holland et al., 1998) and positioning theory (Davies, 2000; Harre & van Langenhove, 1999) as analytical frameworks to present how the students rely on their positions as English language learners in an ESL program, on the ESL faculty, and on one another to co-construct a variety of practices that create opportunities for agency in the school space. I describe how they co-construct a world, vis-a-vis their everyday practices, in and through which, they navigate the institution, meet academic needs, and establish networks of care. I also examine the "dissonant threads""elements of data that resist perfect codification"to deepen analysis and to portray a complex portrait of ESL II (Lawrence-Lightfoot & Davis, 1997).In I'm NOT Stupid, I trouble the school experiences of JanCarlos, a student in the advanced ESL class. Using dialogue and reflexive internal dialogue, I story two events that altered the trajectory of his school life"an emotional argument with the ESL teacher and punishment for drawing graffiti on a bathroom wall. I present how each of these events represented "critical incidents" (Tripp, 1998; Webster & John, 2010) in my research as they interrupted my objective stance and altered my interpretations (Poulos, 2009). As I "connect the autobiographical and personal to the cultural, social, and political" (Ellis, 2004, xix), I use autoethnography to critically examine each event. As I watched events unfold, I routinely asked the relational ethical question""What should I do now?" (Ellis, 2007, p. 4). In so doing, I make transparent my position and power in creating knowledge (Kincheloe, McLaren, & Steinberg, 2012).
Ph. D.
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Brown, Kirsten M. "The Development of an ESP Vocabulary Study Guidefor the Utah State Driver Handbook". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5635.
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This thesis project details research conducted and the method employed to create a tool for acquiring the technical vocabulary from the Utah Driver Handbook. Technical terms were compiled into a vocabulary tool for English as a Second Language (ESL) learners. ESL programs within the state have noted the need for materials to help learners acquire this vocabulary. The tool will assist ESL learners preparing for the written driving exam by reinforcing the vocabulary through various iterations, including flash cards, simplified definitions, and an L1 gloss. Learners preparing for the exam will be able to study difficult vocabulary terms using the tool. The tool includes flashcards containing definitions and images, a list of terms with simplified learner definitions, and a list of terms in English with their Spanish equivalent. The tool was created with the intent of providing learners with the ability to revisit difficult terms in a number of ways (i.e. Quizlet, images, simplified definitions, and an L1 gloss). The intended outcome of this research is that the tool will be useful to ESL learners preparing for the written driving exam and be made applicable to learners in other settings.
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Luck, Renberg Teresa. "Approaches to Critical Literacy Instruction in the Middle School ESL/EFL classroom". Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26330.
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The purpose of this literature review is to compare some critical reading comprehension classroom practices globally, with particular focus on the teaching of reading comprehension in Sweden, where student well being and equity are issues of importance. Critical literacy used is a term that encompasses many aspects of power related issues in language. The Swedish curriculum is explicit in naming these issues of student identity and democratic agency which it shares with critical pedagogical practices. The result of the review is a presentation and discussion of the different studies, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that higher level comprehension is a skill that takes time to train and should be done explicitly by pointing out the aspects of language which convey meaning. Learning to search the text for evidence of the underlying meaning gave verystrong effect sizes on standardized tests for reading comprehension. The reading comprehension results of minority/ESL students on standardized tests improved when space was made to discuss very different experiences within the same culture in language classrooms.
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Fröjd, Emelie, i Julia Ström. "The Effects of Digital Tools on EFL/ESL Learners' Vocabulary Acquisition/Learning". Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41863.
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As a result of the increase of digitalisation in today’s society, the Swedish school system requires a certain degree of digital competence amongst teachers, affecting the foundation of how their teaching practice is structured. Therefore, this study aims to investigate to what extent Swedish EFL/ESL teachers in the primary years incorporate digital tools in their teaching practice, and more specifically how – and why – they are used to facilitate learners’ vocabulary acquisition/learning. In this qualitative study, five Swedish EFL/ESL teachers in the primary years participated. The five participants work at five different schools, in three different municipalities. The empirical data was collected through semi-structured interviews. The results of these indicate that vocabulary drills, generally given as homework, are the primary method of teaching English vocabulary to the EFL/ESL learners, requiring them to learn consciously and intentionally. Moreover, the results imply that a variation of tasks and teaching tools, as well as a frequency in exposure of content, is necessary for beneficial vocabulary acquisition/learning. Further, it is evident that digital tools have a profitable effect on learners’ motivation and consequently their learning. Finally, it is clear that what matters when incorporating digital tools is how they are used, rather than that they are used.
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Nava, A. "Grammar by the book. Voice in pedagogical grammars for EFL/ESL teachers". Doctoral thesis, Università degli Studi di Milano, 2007. http://hdl.handle.net/2434/142720.
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The aim of this work is to investigate how the English passive, as both a linguistic phenomenon and a learning/teaching issue, is presented in pedagogical grammars for EFL/ESL teachers - grammar books aimed at trainee and practising teachers of English as a foreign/second language and intended to supply metalinguistic information on English grammar, practice in language analysis and error correction as well as an overview of grammar teaching activities and the typical problems experienced by EFL/ESL learners. Whereas a great deal of ink has been poured by theoretical and descriptive linguists in the last fifty years in attempts to conceptualise and describe the passive, very little awareness appears to exist of this recent research among language teachers. Pedagogical grammars for teachers are arguably a concrete attempt to redress the situation inasmuch as they are primarily aimed at bridging the gap between linguistic research and the practical concerns of the teacher. Spanning approximately thirty years (1978-2004), the sample of ten grammars on which this study is based originated not only in Inner Circle countries (Canada, USA, UK, New Zealand), but also in former British colonies (India, Hong Kong, Singapore) and in a country where English is learnt as a foreign language (Colombia). Through the analysis of the verbal descriptions, the examples and the diagrams featured in the corpus of ten presentations of the passive as well as the subject-specific metalanguage used, the book pieces together a picture of the way an important grammatical phenomenon has been turned into a grammaticographical product and explores how insights from the last one hundred years of linguistic and applied linguistic research have been mediated and represented for a non-academic audience. A subsidiary focus of the analysis is the evaluation of the 'fitness-for-purpose' of the grammars, i.e. whether they achieve the purposes that a teacher-oriented pedagogical presentation should serve.
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Öhman, Elin. "Att inte hämmas när språkkunskaperna brister : En undersökning om lärares och elevers medvetenhet om, och användning av, strategier i muntlig produktion av engelska". Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31594.
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The purpose of this study is to examine pupils’ and teachers’ perspectives and use of language strategies when speaking English. Questions that will try to be answered are: What are the teachers’ thoughts about language strategies? In the subject English, which strategies do the pupils in 6th grade use? Which strategies to communicate are used most frequently by 6th graders when speaking English unprepared? To answer these questions, interviews with teachers were held. The pupils answered a survey and were observed while talking English. Earlier studies have showed that language learning strategies are an efficient tool for people learning a second language while overcoming their language skills shortcomings that might arise while communicating in a second language. This study concludes that language learning strategies have a significant part to play in the development of a communicative competence. The teachers emphasized the importance of a good learning environment, interaction and pupils’ awareness about the language learning process. The pupils reported that they used strategies such as paraphrasing and body language, which the observation later confirmed.
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Laba, Amal. "AN EXAMINATION OF TEXT AUTHENTICITY USED AT KENT STATE UNIVERSITY ESL CENTER: READING MATERIALS, THE INSIGHTS AND PERCEPTIONS OF ESL/EFL STUDENTS AND INSTRUCTORS". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416412199.
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Berg, Niklas. "Codeswitching in Swedish ESL Teaching". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91570.
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Many studies have shown that use of the target language second and/ or foreign language (in this case English) teaching has greatly improved students' learning, albeit, not all teachers use the target language exclusively but rather switch between the first and target language. This particular study has shown that the teacher in compulsory school does alternate between the target language and the first language for various reasons, while teachers in upper secondary school exclusively use the target language both within and outside the classroom and there are rarely any occurrences of codeswitching among students and teachers. The reasons for this are, because the content which has been taught has been too difficult for the students to understand, or the students have refused to interact in English with both their teacher and fellow students. The teachers' view on the matter tells us that even though they have tried to exclusively use the target language in the English classroom, it has not been working in the manner they wanted it to have. In order to gather data for this research, seven classroom observations have been carried out and to complement them interviews with three teachers have been conducted to get their view on the use of English in their own teaching and why they think codeswitching occurs among students and themselves.
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El-Dawi, Fatin, i Jehan Harb. "Implementing Music in ESL Learning". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29593.
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The aim of this project have been to investigate the different views on using music in the English lessons. For this study three different teachers from three different cities have been interviewed. We chose to interview two 4-6 teachers who both teach English. And one full time music teacher. The purpose of the interviews was to get a perspective on how English teachers work with music. In order to get a broader perspective on the teachers’ views regarding integration between English and music; a music teachers’ perspective was included. The interview questions can be found in the appendices. The results from the interviews show that all three teachers are positive to the thought of integrating music into the English lessons. They were also positive to integrating different subjects in general. They had different approaches and ways of using music, one of the teacher did not use music in her English lessons at all. But all in all they thought that through music the learners could develop their knowledge. Research studies and literature that promote the use of music in the English lessons has also been included. It is shown in the discussion section that the research found and the results collected from the interviews mostly agree with each other. A lot that was mentioned in the interviews was relatable to the literature we collected. As a conclusion for this study it is found to be no harm in using music in the English lessons and we agree on the fact that it should be practiced.
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Valleroy, Rachel. "ESL Writing Across the Curriculum". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.
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Sorg, Rosemary Kathyrn. "Identifying Errors in ESL Writing". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418231647.
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Bishop, Ryan M. (Ryan Marion). "Metaphor and the ESL Classroom". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500225/.
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This paper concentrates on the viability of using metaphor as a teaching tool in the English as a Second Language classroom. In doing so, a semantically-based theory of metaphor, like that presented by Lakoff and Johnson (1980), is employed as a base for the examination. Such a theory of metaphor presents a dramatic shift from theories, especially Aristotle's, of the past. The theory of metaphor proposed by Lakoff and Johnson contends that language is essentially metaphorical and that much of our 'commonsense' knowledge about the world is derived from interpretations of reality and is manifested in metaphors central to a culture and its language. If this theory is true, then it stands to reason that a student attempting to learn English as a Second Language could profit greatly from metaphor instruction because such instruction would aid all areas of the language acquisition process.
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Frewin, Robert Duncan. "Ideation in ESL EAP teaching". Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.
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Ideation, the selection and arrangement of information to build a
text, though a necessary skill for tertiary students, is not
satisfactorily addressed in writing skills textbooks for English as a
Second Language/English for Academic Purposes. To develop a
pedagogical approach to ideation, teachers need a theory of
language. The most fruitful theory is systemic-functional
linguistics, but systemic-functional theory has not yet fully
developed a theory of ideation. A related theory, Rhetorical
Structure Theory, offers a useful tool to analyse ideation both in
well formed model texts and, with slight modification, in not well
formed student texts. With Rhetorical Structure Theory, the
analyst can separate semantic value from syntax. The resulting
analysis indicates with clarity certain problem areas in ideation
which teachers need to address. Teachers are thus better equipped
to devise teaching approaches to address ideation in the classroom.
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Price, Sarah. "English for Speakers of Other Languages Students' Perceptions of a Communicative Curriculum in a Family English Class". Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276715209.
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Benz, Bradley Paul. ""ESL trouble spots" : composition handbooks, ideology, and the politics of ESL writing and global English /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9408.
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Hua, Te-fang. "The acquisition of English speech rhythm by adult Chinese ESL and EFL learners". Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6861.
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Mandarin Chinese speakers are frequently reported by ESL professionals to speak English in a syllable-timed rhythm. However, little empirical evidence is available to physically characterize their speech rhythm in English. In view of the paucity of information available on this issue, the current study compares speech samples of Taiwan Mandarin (TM) and English speakers with respect to their difficulties in producing English rhythm by analyzing three well-attested correlates of stress in English, duration, intensity, and pitch. The Participants in this study were 10 native speakers of English, 10 TM speakers learning English as a Second Language (ESL), and 10 TM speakers learning English as a Foreign Language (EFL). The subjects were requested to read two prosodically diverse sets of sentences, with Type A featuring a single strong syllable or two widely spaced strong syllables and Type B featuring a regular alternation between strong and weak syllables. The results showed that the TM ESL and EFL speakers experienced difficulties with Type A but not with Type B rhythm. For Type A sentences, the TM speakers produced relatively shorter, softer, and lower-pitched strong syllables and relatively longer, louder, and higher-pitched weak syllables than the English speakers. The combination leads to less duration, intensity, and pitch differentiation between the strong and the weak syllables. Additionally, the TM speakers produced fewer levels of stress than the English speakers did. Increased proficiency and exposure is correlated with positive changes in the use of duration, intensity, and pitch as correlates for stress. The current study strongly challenges using "syllable-timing" as a cover term in describing the speech rhythm of TM speakers because they were apparently able to manage at least one type of English stress-timing well. We propose multiple parameters under the traditional rhythmical category "stress-timing" by building in possible language-specific variations as to the number of unstressed syllables permitted within a foot and the number of prosodically weak syllables within a higher prosodic domain.xxiii, 334 leaves
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Saif, Shahrzad. "Theoretical and empirical considerations in investigating washback, a study of ESL/EFL learners". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ47295.pdf.
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Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.
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In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations.
This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning.
Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.
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Woldesenbet, Berhane Tensay. "Towards an evaluation of schema theory with reference to ESL/EFL reading comprehension". Thesis, Durham University, 1989. http://etheses.dur.ac.uk/1100/.
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Chan, Chun Chuen. "A Sociocultural Mediation Approach in Developing International ESL/EFL Students’ Argumentation using Infographics". Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27381.
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Critical thinking and argumentation are essential skills and graduate attributes for university students (Andrews, 2015; Laurillard, 2012; Perkins, 2013). The lack of evidence-based pedagogy for argumentation teaching, however, has been a key finding of many studies (Hirvela, 2017; Wingate, 2012). The main criticism of present approaches is that they are mechanistic and heavily text- but not thinking-/reasoning-focused. The situation is compounded for international students with English as a second/foreign language (ESL/EFL) because of additional challenges: learning in English as an additional language and dealing with cultural differences in argumentation between their own and the target culture.
The present study draws on a Vygotskian sociocultural perspective of mediated learning to explore how using infographics can mediate the argumentation development of a group of ESL/EFL students undertaking a tertiary preparation course in the Australian context. Wertsch's (1998) mediated action is adopted as the theoretical tool for investigating the student development of argumentation because it places both speech and gesture in the middle of three mediators involved in the argumentation teaching and learning processes.
The thesis takes a case study approach (Merriam, 1988), collecting qualitative data involving observations, field notes, artefacts and interviews. This data was analysed with both deductive and inductive coding methods, guided by reflexive thematic analysis (Braun & Clarke, 2006, 2012) and the qualitative content analysis (Hsieh & Shannon, 2015). The study involved the design and implementation of an infographic-based program within an existing ten-week preparatory academic English course at an English college in Sydney in 2018. The use of infographic-based pedagogy was designed to address issues of language load. Toulmin’s basic model (Data-Warrant-Claim) formed the basis of the teaching because of its focus on raising the meta-language and meta-awareness of argumentation.
The main finding is that purposeful scaffolding of both instruction and teaching materials are central to developing the students’ argumentation skill. Consistent application of extended questioning in a dialogical manner was found to be key to creating and placing the opportunities for argumentation learning in the hands of the students. On the other hand, teaching and learning materials were also found to require tailor-made infographics and examples that scaffold learning.
The significance of the study is threefold. Theoretically, it offers a new approach to investigate Toulmin’s model by applying Vygotsky’s (1978) concept grounded on mediated action (Wertsch, 1998), and emphasises the importance of investigating the teaching/learning of the relevant skills from a process-oriented (i.e. argumentation) instead of the traditional product-oriented (i.e. argument) approach. Methodologically, it extends traditional research from instructional-, linguistic- and genre-based practices to a mediation-driven methodology that incorporates a bi-domain analysis of gestural language and speech together for understanding the relevant actions and processes involved in argumentation development. Pedagogically, the present study confirms findings of the potential for integrating infographics with argumentation teaching and learning, with the proviso that embedding explicit instructions of image and graphic reading skills in an infographic-pedagogy are also incorporated. The study highlights the need for existing pre- service English language teacher education to include classroom teaching knowledge and strategies for argumentation teaching.
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Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction". PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.
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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks.
This study was intended to answer the following questions.
1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States?
2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills?
3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?
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Kolesova, Valeriia. "Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34552.
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This mixed methods study aimed to provide some validity evidence for the use of the ESL sociopragmatics test developed by Roever, Elder and Fraser (2014) for formative purposes. The test developers recommend further validation of the tool, originally developed for the Australian context. In this study, the test items were used to reveal areas of weakness in sociopragmatic knowledge in a group of learners of an academically oriented English Intensive Program in Canada. Analysis of the test scores revealed a lack of knowledge of norms of appropriateness and politeness in English, which was further targeted with an instructional unit informed by the items of the test. Two weeks after the instructional unit was delivered, the participants were asked to complete a follow-up questionnaire. The questionnaire results provided insight into the participants’ perceptions of usefulness of the instructional unit. The learners found explicit instruction on ESL sociopragmatics useful for their language learning experience as well as day-to-day interactions in English. Particularly, they claimed to feel more confident communicating in English after receiving explicit instruction on ESL sociopragmatics. They were able to use information from the lesson in situations such as talking to their language instructors, communicating with university personnel, and participating in service encounter interactions. Therefore, the test proved to have potential for developing instructional materials in an academic context. Based on the findings of the study, suggestions on incorporating sociopragmatic competence into the institution’s EAP curriculum were made.
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Wilkins, Stephen. "Educators' Perceptions of a Successful English Language Learner Program". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4113.
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Across the nation, many school districts are challenged to improve the academic achievement of English language learners (ELLs). In a small district in Ohio approximately 86% of the ELLs passed the state Annual Measurable Objectives in reading and mathematics, however, 14% of ELL students are not meeting targeted objectives. The purpose of this study was to examine the pedagogical success of an ELL instructional program through the perspectives of the teachers, principals, and administrators in the local district. Using Rose's and Meyer's theory of the universal design for learning and the state's scaffolding framework of assessment, placement and intervention, this case study investigated the factors of effectiveness that participants felt best explained the success of the ELL program. The purposeful sample comprised 4 teachers, 2 principals, and 2 central office administrators. The research included data collected using 8 individual interviews, 1 group interview, 3 classroom observations, and document reviews. Data were coded and analyzed to reveal common themes and perceptions. Findings revealed that participants believed their efforts to develop relevant course content motivated the students to learn a new language, the application of the principles of the universal design for learning improved teachers' pedagogical practices, and the participants placed a priority on creating positive student and family relationships to encourage language learning. The findings can promote positive social change by advancing teachers' capacity to apply supportive practices and educators' efforts to improve the academic achievement of ELLs by implementing effective programs that motivate students to acquire adequate language skills.
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Johansson, Johanna. "Benefits of Songs in the ESL Classroom". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41364.
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One can argue that songs offer a useful learning opportunity for learning English as a second language since it includes the combination of music and text. Therefore, the purpose of this paper is to examine in what ways songs can affect the ESL classroom. The aim is further to compare and apply the findings to a Swedish upper secondary school context to examine how development can take place for ESL learners in Sweden. Moreover, the approach to this study consisted of a literaturereview of articles within the research area, which were used to answer the two research questions: To what extent can the use of songs in the ESL classroom stimulate incidental vocabulary learning?Additionally, what are other potential benefits from using songs in the ESL classroom? The results were unified regarding the main question of songs and vocabulary acquisition; all findings included positive effects of songs on incidental vocabulary learning and retention of new words. Moreover, implementing songs in the ESL classroom showed more positive attitudes towards school among students and teachers; in addition, the results indicated on a decrease regarding anxiety and stress among the learners. Furthermore, the Swedish National Curriculum emphasizes the importance of a positive classroom environment for the learners, and the syllabus for English requires a variety of texts, in which songs can offer useful learning conditions for vocabulary acquisition. Therefore, the song-based approach is presented as suitable for a Swedish upper secondary classroom.
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Lin, Chun Fu. "ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS' PERCEPTION OF THE ESL PROGRAM AT MISSISSIPPI STATE UNIVERSITY". MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10272008-132617/.
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The major function of education is to prepare youth to be successful. Each country has its own unique educational system, and individuals leaving their own country to study expect to acquire a quality education in another country. United States college programs, including exchange student programs, attract students from aboard who want to pursue their bachelors, masters, or doctoral degree. However, these students come from countries around the world where the use of the English language might be limited. Providing effective language programs to support international students whose native language is not English has become an important concern in the international educational exchange process. This study adds to the understanding of the ESL students perceptions of ESL programs offered by the universities in the United States. More specifically, the overall objective of this study was to analyze ESL students learning experiences and their perceptions of ESL program at Mississippi State University. The results of this study suggest that (a) female students were more satisfied with the ESL program than male students, (b) age was not significantly and meaningfully associated with participants perceptions of the ESL program, (c) there was a moderate association between the ESL students perceptions of the ESL program and their experiences in using English as a second language, and (d) female students were more satisfied in using technology for learning English as a second language than male students.
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Detlofsson, Svensson Rasmus. "Extramural English in the Global ESL Classroom : - A study of motivation, collaboration and learning in ESL". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58737.
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The purpose with this essay is to research the correlation between students’ motivation in activities and their English language learning. Since there are growing demands on young learners in Sweden to learn languages and a growing need from the global society of a shared means of communication, there is also a need to revaluate the ESL classroom activities. This essay is written as an argumentative text with support of recent studies and concludes with some suggestions for classroom activities for the ESL classroom, with the goal to create a more authentic learning environment for the students. The most important argument in this essay is that the teachers need up-to-date knowledge of the subject and of the different activities students use in their spare time to be able to create more authentic learning environment. Another argument is that there is a correlation between students’ motivation, their learning, and the students’ collaboration in the learning process.
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Petersson, Helena. "Subject-Verb Agreement in ESL texts : A corpus-based study of Swedish ESL students' written production". Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37331.
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Zhang, Hongxia. "A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety". Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8247.
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The aim of this study was to measure the level of ESL writing anxiety experienced by Chinese English majors. The effects of ESL writing anxiety on English writing performance, the students’ perception of the main causes of ESL writing anxiety and their learning style preferences in ESL writing class were also examined, which provided pedagogical implications of successful learning and teaching strategies for reducing ESL writing anxiety. This study was based on quantitative research and three questionnaires were used to collect data. The results of the SLWAI showed that there is a high level of ESL writing anxiety among Chinese English majors, and the Cognitive Anxiety is the most common type of ESL writing anxiety. The differences in the level of English writing anxiety between the groups of freshmen and sophomores reached the level of statistical significance. The sophomores were found to suffer significantly higher levels of English writing anxiety than the freshmen. Correlation analysis results suggested a negative relationship between measure of ESL writing anxiety and measures of writing performance (course grade and timed writing grade). An in-depth analysis of the causes of ESL writing anxiety revealed that linguistic difficulties, insufficient writing practice, fear of tests (TEM), lack of topical knowledge and low self-confidence in writing performance constitute the main sources of ESL writing anxiety experienced by Chinese English majors. Furthermore, suggestions on learning and teaching strategies for reducing ESL writing anxiety were provided on the basis of the acknowledge of sources of ESL writing anxiety and students’ learning style preferences in ESL writing class.
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Selcuk, Hasan. "Teaching Oscar Wilde’s Short Story “The Selfish Giant” to Young ESL/EFL Learners through Reader Response Approach". Thesis, Högskolan Dalarna, Engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:du-4185.
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Haslam, Naomi Ofeina. "The Effect of Language Aptitude and Strategy Use on ESL and EFL Learners' Pronunciation Proficiency". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/8850.
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The purpose of this study was to determine whether language aptitude and the use of language strategies predict pronunciation gains in second language (L2) acquisition. A second goal was to determine whether these factors differed depending on whether learning occurred in an English as a second language (ESL) or English as a foreign language (EFL) learning context. Eighty-six ESL students in the United States and one hundred EFL students in China were asked to take the Pimsleur language aptitude test. The top 15 or 16 and lowest 15 or 16 scorers on this test from each group were asked to complete a test of pronunciation proficiency and a pronunciation strategies inventory at the beginning and end of a 10-week speaking class in which they were enrolled. The pre and post pronunciation tests were rated and pronunciation proficiency gains in global foreign accent, fluency, comprehensibility and accuracy were compared to both Pimsleur test scores and use of pronunciation strategies before and after training. Results indicated that general language aptitude did not predict pronunciation gains regardless of type of setting (ESL or EFL), but that auditory aptitude may be linked to pronunciation proficiency. Analyses revealed that specific pronunciation strategies were strong predictors of pronunciation gain for comprehensibility and accuracy gains. The findings for this study suggest that pronunciation strategies seem to play a bigger role in pronunciation improvement than language aptitude and are effective in both ESL and EFL settings.
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Collins, Lisa A. "Teaching drama in the ESL classroom". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/LCollins2007.pdf.
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Helmer, Sylvia. "ESL preschoolers' interpretation of nonverbal communication". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26487.
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Studies indicate that children acquire both verbal and nonverbal acuity at a very early age. Since it is also agreed that the nonverbal forms of communication children learn are culture-specific the acquisition of nonverbal gestures by second language learners is of considerable interest.
A study by Kumin and Lazar(l974) indicates that first language speakers as young as three have considerable ability in encoding and decoding the group of gestures known as emblems. The present study extends their findings by comparing the decoding of gestures by native English speakers (age 3-5) with non-native speakers. Thirty-six emblems and illustrators, two forms of commonly used gestures, were decoded by forty children, twenty native speakers and twenty ESL speakers. The gestures chosen .were screened by a panel of ten practicing ESL teachers who considered them to be typical of classroom interaction. The videotape of the gestures was validated by 62 native speakers before being administered to the children.
Analysis of variance results indicate there is a main effect for age as well as a very strong effect for ethnicity (native speakers vs ESL). A Spearman's rho rank correlation on the sequence of acquisition of the gestures raises the interesting possibility that there may be a developmental pattern such as is found in the verbal domain.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Dickinson, David Wayne. "Kindergarten screening scores of ESL students". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28210.
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The purpose of the present study was to investigate the scores of children who learned English as a second language (L2) in comparison with children who learned English as a first language (L1). Specifically, the kindergarten screening scores of L2 children were analysed considering the variables of: preschool experience, screening date, age at time of screening and the kindergarten screening scores of children for which English is their first language. To investigate these variables the Florida Kindergarten Screening Battery scores of 79 L1 and 79 L2 children were compared to determine some of the differences between both groups.
The rationale for the present study is founded upon the fact that tests in general, and specifically the Florida Kindergarten Screening Battery are administered, interpreted and used for placement decisions, as if L2 children are identical to L1 children. In general, very little data was available as to how the performances of L1 children on these measures vary; even less information exists for children from Indo-Canadian or Oriental ethnic groups.
Students included in the present study attended kindergarten in the Vancouver Public School system during the 1987/1988 school year. Excluded from the study were students who were repeating kindergarten, enrolled in a French immersion kindergarten program, had an unknown preschool history or proven hearing, visual, intellectual or emotional problems. Students were randomly selected and matched for English language ability (L1/L2), sex and financial status.
Data used in the study had been previously collected during the 1987/1988 kindergarten screening by Vancouver school personnel. One way and two factor analyses of variance were used to test for equal means between groups and Pearson Product-Moment Correlations were used to determine the amount of relationship between individual factors within each group. Results indicated low positive correlations between preschool experience and subtest scores on the Peabody Picture Vocabulary Test-Revised and the Recognition-Discrimination Test for L2 students. Low positive correlations were also found between age at time of screening and scores on the Test of Visual-Motor Integration for L1 students. Results also indicated that: L1 students score significantly higher on the Peabody Picture Vocabulary Test, L2 students score significantly higher on the Test of Visual-Motor Integration and that screening date (September versus January) does not have a statistically significant amount of impact upon test scores of L2 children on the Florida Kindergarten Screening Battery.
It was concluded that because of the differences between groups, cross comparisons between ethnic groups should be made with caution until clarified by further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Lam, Margaret Yiu-ki Kong. "Phonological awareness in Cantonese ESL students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40652.pdf.
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