Rozprawy doktorskie na temat „Language teaching”
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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.
Pełny tekst źródłaHawken, Leanne. "Teaching nonsexist language". Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2299.
Pełny tekst źródłaZahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.
Pełny tekst źródłaTEMP Afganistan
Murray, Neil Langdon. "Communicative language teaching and language teacher education". Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
Pełny tekst źródłaChild, Gregory S. "The Language Teaching Puzzle". DigitalCommons@USU, 2012. http://digitalcommons.usu.edu/etd/1310.
Pełny tekst źródłaManning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning". n.p, 1994. http://ethos.bl.uk/.
Pełny tekst źródłaBarra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /". Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.
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 źródłaLee, How-chung, i 李孝聰. "Creativity in Chinese language teaching". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38296603.
Pełny tekst źródłaColeman, James Alexander. "University language learning and teaching". Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.
Pełny tekst źródłaZewary, Sayed Mustafa. "Visuals in foreign language teaching". Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
Pełny tekst źródłaDepartment of Modern Languages
Mary T. Copple
This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded. The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length. Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).
Goncharuk, A. "Some principles of language teaching". Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/45966.
Pełny tekst źródłaMcGarry, Theresa, i J. Mwinyelle. "Using Language Corpora in Teaching". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6166.
Pełny tekst źródłaMarogna, Veronica <1988>. "Dyslexia and Foreign Language Teaching". Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2346.
Pełny tekst źródłaLiaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.
Pełny tekst źródłaO'Prey, Gareth. "Stimulus equivalence and precision teaching : teaching rudimentary language skills". Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428629.
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 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.
Berlin, Andreas, i Kajsa Hammarström. "First Language Use in Second and Foreign Language Teaching". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125620.
Pełny tekst źródłaConnell, Professor T. J. "Languages (in particular Spanish) : language teaching and learning & languages for the professions". Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444221.
Pełny tekst źródłaHellström, Rasmus. "Task Based Language Teaching versus Presentation Practice Production : A Comparison of Two Language Teaching Methods". Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125395.
Pełny tekst źródłaPoliakova, T., i P. Vasylenko. "Interaction of language, human being and culture when teaching foreign languages". Thesis, Харківський національний технічний університет сільського господарства ім. Петра Василенка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/37066.
Pełny tekst źródłaChou, 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.
Pełny tekst źródłaMcCormick, David Clement. "Linguistic theory and second language teaching". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/MQ29164.pdf.
Pełny tekst źródłaЧернець, М. О. "Key issues in foreign language teaching". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10607.
Pełny tekst źródłaЧернець, М. О. "Computer use in foreign language teaching". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12989.
Pełny tekst źródłaBurlaka, Iryna. "Intercultural approach in foreign language teaching". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13000.
Pełny tekst źródłaTatlilioglu, Kasim, i Nadiia Senchylo-Tatlilioglu. "Language Training and Teaching: Interdictiplinary approach". Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/51107.
Pełny tekst źródłaКузнецова, Г. С. "Information technology in foreign language teaching". Thesis, ХДУХТ, 2017. http://openarchive.nure.ua/handle/document/7781.
Pełny tekst źródłaMcGarry, Theresa, i J. Mwinyelle. "Inductive Language Teaching in Large Classes". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6165.
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
Morosin, Maria Simona <1974>. "Repetition: in language, learning and teaching". Doctoral thesis, Università Ca' Foscari Venezia, 2008. http://hdl.handle.net/10579/233.
Pełny tekst źródłaFacchin, Andrea <1986>. "Teaching Arabic as a foreign language". Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10303.
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 źródłaZhang, Ning. "Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.
Pełny tekst źródłaJennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university". Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.
Pełny tekst źródłaJue, Xia. "Communicative Language Teaching in Vocabulary Teaching and Learning in a Swedish Comprehensive Class". Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6847.
Pełny tekst źródłaSugrañes, Ernest Caterina. "A plurilingual approach to language teaching and learning in Catalonia: Using heritage languages in the additional language classroom". Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/403850.
Pełny tekst źródłaEsta tesis estudia los efectos de la adopción de un enfoque plurilingüe de la enseñanza y el aprendizaje de lenguas en un aula de lengua adicional de una escuela pública de Barcelona con 45 alumnos de 10 y 11 años. Un período de observación inicial conduce a la hipótesis de que el reconocimiento y el uso de las lenguas de origen de los alumnos es relevante para su identidad plurilingüe. El estudio tiene como objetivo evaluar si promover la identidad plurilingüe puede afectar la motivación y las actitudes hacia las lenguas, por un lado, y el rendimiento académico (catalán, castellano e inglés) de la otra. Finalmente, también se plantea la hipótesis de que la adopción de un enfoque plurilingüe puede afectar las actitudes de la maestra de lengua hacia las lenguas y su enseñanza y aprendizaje. Basado en un Enfoque Plurilingüe Integrado (EPI) (Esteve y González Davies, 2016), se emplean dos herramientas pedagógicas de translanguaging: TOLC (Traducción para otros contextos de aprendizaje), (González Davies, 2012, 2014) y LITS (Textos de identidad de lengua), una adaptación de los textos de identidad de Cummins (2001, 2009) con el fin de crear cuentos en inglés y traducirlos en las diferentes lenguas presentes en el aula. Siguiendo un enfoque mixto de la Grounded Theory (Teoría fundamentada en datos), se recogen datos cuantitativos y cualitativos. Las principales conclusiones del estudio son que la adopción de un enfoque plurilingüe hacia la enseñanza y aprendizaje de lenguas es relevante para la identidad plurilingüe. A su vez, la identidad plurilingüe afecta significativamente la motivación del alumno y su deseo hacia el aprendizaje de lenguas. Además, el rendimiento académico no se ve afectado por la adopción de un enfoque plurilingüe y la conciencia lingüística de los alumnos y su actitud hacia las lenguas y su aprendizaje aumenta. Finalmente, también se concluye que la maestra de lenguas ha tener una competencia plurilingüe para enseñar lenguas.
This thesis studies the effects of adopting a plurilingual approach to teaching and learning languages in an additional language classroom of state primary school of Barcelona with 45 pupils aged 10 and 11. An initial observation period leads to the hypothesis that acknowledging and using the heritage languages of pupils is relevant to their plurilingual identity. The study aims to assess whether plurilingual identity encouragement may affect motivation and attitudes towards languages on the one hand, and academic achievement (Catalan, Spanish and English) on the other. Finally, it is also hypothesised that adopting a plurilingual approach may affect the language teacher’s attitudes towards languages and language teaching and learning. Based on an Integrating Plurilingual Approach (IPA) (Esteve & González Davies, 2016), two translanguaging pedagogical tools are employed, namely TOLC (Translation for Other Learning Contexts), (González Davies, 2012, 2014) and LITS (Language Identity Texts), an adaptation of Cummins’s identity texts (2001, 2009) in order to create storybooks in English and translate them into the different languages present in the classroom. Following a Grounded Theory and mixed-method approach, quantitative and qualitative data are collected. The main conclusions of the study are that adopting a plurilingual approach to language teaching and learning is relevant to plurilingual identity. In turn plurilingual identity significantly affects pupil’s motivation and desire towards learning languages. Also, the academic performance is not affected by adopting a plurilingual approach and the pupils' linguistic awareness and attitude towards languages and language learning increases. Finally, it is also concluded that the language teacher must be plurilingualy competent in order to teach languages.
久保, 萬里子, i Mariko Kubo. "[III]TEACHING CONTENTS IN LANGUAGE EDUCATION : MODULETTE MATERIALS: LANGUAGE AND CULTURE". 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1985. http://hdl.handle.net/2237/4804.
Pełny tekst źródłaMohamed, Nermin Nashaat Fahmy. "Semantic sequencing in foreign language vocabulary learning : implications for language teaching". Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/4ef383ff-dfd2-4880-abd9-3cc3d2c9c011.
Pełny tekst źródłaBakhsh, 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.
Pełny tekst źródłaBakker, Sarah C. "BYU students' beliefs about language learning and communicative language teaching activities /". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2202.pdf.
Pełny tekst źródłaBakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities". BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.
Pełny tekst źródłaSartor, Valentina <1983>. "Early foreign language teaching: the role of preschool foreign language teachers". Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8382.
Pełny tekst źródłaWalsh, B. "My language, our language : Expression and learning in learning". Thesis, University of Sheffield, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379524.
Pełny tekst źródłaAl, Muhaimeed Sultan A. "Task-based language teaching vs. traditional way of English language teaching in Saudi intermediate schools| A comparative study". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618942.
Pełny tekst źródłaEnglish language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method.
This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores.
A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.
Al, Muhaimeed Sultan A. "Task-Based Language Teaching Vs. Traditional Way of English Language Teaching in Saudi Intermediate Schools: A Comparative Study". Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383257660.
Pełny tekst źródłaКурочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, Viktoriia Semenivna Kurochkina, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко i Oksana Robertivna Hladchenko. "Team teaching". Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77015.
Pełny tekst źródłaBerg, 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.
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.
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