Дисертації з теми "Intermediate language classroom"
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Lowther, Pereira Kelly Anne. "Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193890.
Повний текст джерелаFournier-Kowaleski, Lisa A. "Depicting washback in the intermediate Spanish language classroom a descriptive study of teacher's instructional behaviors as they relate to tests /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1130425075.
Повний текст джерелаMagwele, Peter. "Teaching higher order thinking skills in the English first additional language learning classroom : a case of five intermediate classrooms in Mankweng Circuit." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/2893.
Повний текст джерелаThere is a universal consensus among educationalists and cognitive development theorists that integration of higher order thinking (HOT) in language teaching has farreaching positive implications in learners‘ future. Their extensive body of research clearly indicates the interrelationship between language and thinking. It shows that to develop well-rounded learners who can later deal capably with varying demands of the 21st century, teaching them linguistic and cognitive skills concurrently is a prerequisite. However, there is still a dearth of language teaching classroom-based data to be collected to ascertain which language pedagogic practices promote thinking or not. Hence, a qualitative exploratory case study was conducted to address this gap. The study was undertaken in five intermediate English FAL classes in Mankweng circuit. The aim was to establish whether HOT is encouraged in the intermediate English FAL classes. The study used two data analysis techniques: firstly, Tesch‘s inductive coding technique was used to analyse semi-structured interview results sourced from five English FAL teachers. They were sampled for the study to assess their conceptualisation of HOT and its application in their language classes. Contrastingly, Anderson and Krathwohl‘s (2001) framework was used to analyse one Grade 4 English workbook. To determine if its exercises‘ instructional verbs were promoting HOT or not; to check if the questions in its exercises were equally distributed over all the six levels of Bloom's revised Taxonomy of the cognitive domain; and to evaluate if there was an incremental introduction of HOTs in its exercises through the year. The results revealed the following: the five teachers could not conceptualise HOT and showed poor knowledge of how to teach it in their classes. The instructional verbs did not comprehensively encourage HOT; those which did were only pitched at the third level of thinking i.e. apply; most of the questions were in favour of low order thinking and there was little incremental introduction of the three top levels of Bloom‘s revised taxonomy in Grade 4 English FAL workbook specifically analyse, evaluate and create/design. Key words: High order thinking skills, cognitive domain, high order thinking and Bloom‘s revised taxonomy.
Lee, On-lai Annie. "A study of vocabulary explanations in the intermediate EFL classroom : the variety and effectiveness of strategies employed /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553811.
Повний текст джерелаAlabdelwahab, Sharif Q. "PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037375641.
Повний текст джерелаTitle from first page of PDF file. Document formatted into pages; contains xv, 312 p. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 247-260).
李安麗 and On-lai Annie Lee. "A study of vocabulary explanations in the intermediate EFL classroom: the variety and effectiveness of strategiesemployed." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956531.
Повний текст джерелаGyogi, Eiko. "Using translation to develop intercultural competence in Japanese-as-a-foreign-language classroom : a case study of beginner and intermediate students." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23803/.
Повний текст джерелаÅngman, Granér Ellen. "Is Social Media the New Classroom? : A study on the impact of YouTube on language comprehension of Swedish students of English." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35351.
Повний текст джерелаLeer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.
Повний текст джерелаWiniger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.
Повний текст джерелаMortada, Kawther. "Investigating practicum students' practices and activities of affording learning opportunities for second language spoken English in intermediate classrooms in Saudi Arabia." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22826.
Повний текст джерелаVinall, Kimberly Sue. "The Tensions of Globalization in the Contact Zone| The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border." Thesis, University of California, Berkeley, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10086145.
Повний текст джерелаThis dissertation centrally explores understandings of foreign/second language and culture learning and its potential to prepare learners to participate in a globalized world. More specifically, this study explores the potential of a dynamic or complexity orientation to understand how beliefs, attitudes, and perceptions towards language and culture learning are constructed and negotiated in the relationship between learners and instructors, as complex social beings, and the learning site, as “contestatory discursive site” (Mckay & Wong, 1996).
The site of this ethnographic study can be understood as interconnected contact zones. These contact zones are two Spanish language and Latino cultures classrooms situated at a university in San Diego on the border between the United States and Mexico. Primary participants include two third-semester university level Spanish instructors, Yesenia and Vicente, and their respective students.
I collected data in two learning spaces: the language learning classrooms and the sites where students from Yesenia’s class completed community-service learning (CSL) projects; all of these latter CSL sites involved the students’ engagement with local immigrant populations. In both spaces, I employed qualitative methodology with an ethnographic focus, which involved participant observation, extensive field notes, audio- and video-recordings of classes, and collecting class-related textual artifacts and pedagogical materials. I applied discourse analysis to explore classroom interactions, teaching materials, and interviews with a focal group of students from each class, the instructors, the department chair, and personnel related to the CSL program, including staff, site coordinators, community leaders, and community participants.
My analysis suggests that the two language and culture classrooms not only reflect the larger tensions of globalization, but also produce new tensions. The instructors and the learners have differing perceptions of language and culture and the importance of their learning. These understandings are constructed in relationship to their positionings within the classroom, the university, the community, and the local context. The two instructors struggle with their conflicted positioning within the power structure of the university and in the broader relationship between the United States and Latin America, particularly as they are both Mexican immigrants. They also grapple with the instrumental approach that is imposed through the textbook in which learners accumulate grammatical forms and vocabulary while culture is consumed through superficial representations of “Otherness”, presented as imagined tourists visits and the accumulation of geographical and historical information.
In the first classroom, Yesenia accepts the instrumental approach, encouraging the accumulation of largely decontextualized language forms, and she participates in the construction of what I call a tourist gaze on Latin America, believing that it will facilitate learners’ appreciation of her cultural heritage. In the second classroom, Vicente rejects the instrumental approach: he wants to facilitate language and culture learning through critically understanding, reflecting on, and proposing alternatives to the social, economic, and political realities of the contact zone. In both classrooms, however, learners resent these pedagogical choices, their resistance revealing tensions in their own understandings and goals. Learners express a desire to develop cultural awareness so that they can care about the realities of Latin America yet doing so uncomfortably implicates them in larger global relationships in which they must confront their privileged positionings. This process was particularly evident in their CSL experiences in which “putting a face on it” reproduced problematic binaries, such as that of “us” and “them” and “server” and “served”, and in the process reinforced larger power structures and reproduced privilege. Even though the learners want to engage in more than superficial communication they also recognize the limited role of their language and culture learning in their current lives, namely to successfully complete the language requirement, to engage in tourism, and to compete in the global marketplace.
The findings of this study suggest ever increasing tensions between understandings of learning language and culture in the classroom in contrast to the potentiality of this learning as applied outside of the classroom. In both classrooms, the learners and the instructors demonstrate an awareness of the conflicting attitudes, beliefs, and perceptions that they bring to the classroom and how these interact with the teaching materials as well as the local context, yet they do not engage in critical reflection on these understandings. Doing so would require engaging with the central question of power, and how their language and culture learning experiences (re)produce social structures both in and outside of the classroom. In this regard, one of the central limitations of the dynamic or complexity orientation (Wesely, 2012) that I have employed is that it does not centrally interrogate this question of power.
This study points to the need for future research in field of second language acquisition. (Abstract shortened by UMI.)
Maja, Margaret Malewaneng. "Classroom interaction in teaching English first additional language learners in the intermediate phase." Thesis, 2015. http://hdl.handle.net/10500/20219.
Повний текст джерелаCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Koutris, Ioanna. "Teaching and learning of language structures and conventions in the intermediate phase English home language classroom: a comparative study of a public and an independent school in South Africa." Thesis, 2017. https://hdl.handle.net/10539/25696.
Повний текст джерелаThis study explored and compared how language structures and conventions were taught in the intermediate phase English Home Language classroom at a public and at an independent school in central Johannesburg, South Africa. The aim was to identify challenges and strategies in an attempt at promoting pedagogies that enhance the learning of language structures and conventions. Specific themes related to the teaching and learning of language structures and conventions have been highlighted as the main point of departure in the study. Such themes include: a synthesis of the curriculum applied at public and independent schools; theoretical viewpoints in the teaching and learning of language structures and conventions, highlighting challenges experienced in the EHL classroom; and lastly, the teaching strategies used in overcoming the challenges. A qualitative research approach was adopted, using a case study as the research design. Most case studies allow space for generalisations to be made, however, in this study I was limited to making such generalisations because my study is considered a minor study. The research methods consisted of: biographical questionnaires; 8 teacher interviews (Grades 4 – 6); and 5 classroom observations (only Grade 6) per school which were audio-taped. The findings suggested that the most common teaching approach used throughout the lessons in both schools was the text-based approach, which is advocated in the CAPS (2011). The classroom observations conducted at the public school illustrated that the Audio-lingual Method of language teaching was used, as opposed to CLT which was evident in the classroom observations at the independent school. Lessons in the public school were primarily teacher-centered, where the teacher engaged in giving instructions, providing explanations and eliciting responses. The type of questions asked consisted of lower level thinking (literal). Learners in the independent school, however, showed more enthusiasm towards participating in classroom discussions and answering questions, thus creating a learner-centered culture. It is evident that the independent school is more flexible in selecting the language components that need to be covered within a specific period. Based on the interview sessions, the teachers at the independent school mention that it is more important for them to cover a minimum amount of work in-depth rather than covering everything and not having learners understand what they are learning. As a future recommendation, a similar study can be conducted comparing an urban public school and a rural public school that apply the CAPS. This study adds to the understanding of how language structures and conventions are taught in the intermediate phase EHL classroom in the South African context. By encouraging and promoting the teaching of grammar, we are able to identify approaches best suited for quality learning to take place.
MT 2018
Setati, Mamokgethi. "Language practices in intermediate multilingual mathematics classrooms." Thesis, 2010. http://hdl.handle.net/10539/7653.
Повний текст джерела(6622937), Tatsushi Fukunaga. "L2 Writing Development in Intermediate College-Level Japanese-as-a-Foreign-Language Classrooms." Thesis, 2019.
Знайти повний текст джерелаTherefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.
First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).
Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.
Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.