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Thematische Bibliographien / Language attitudes and beliefs / Dissertationen

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Dissertationen zum Thema „Language attitudes and beliefs“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.

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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what

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Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host c

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Mansory, Mazin. "EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.

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State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both cont

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Weekly, Robert. "Multilingual South Asian English language teachers' attitudes to English language varieties and the impact on their teaching beliefs." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/398692/.

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Recent changes at a global level in terms of migration patterns and telecommunications have destabilised many pre-established concepts. The notion of diaspora has given way to trans-localism and communities can no longer be conceived of as discreet homogenous units. Other language related concepts such as multilingualism, code-mixing, speech communities and language itself have been scrutinised and undermined by research in translanguaging, superdiversity, English as a Lingua Franca, World Englishes and language ideologies. In Britain new migrants from a myriad of different locations co-exist

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DeLorenzo, Leah. "Parental Beliefs and Attitudes on Enrollment in a Dual Language Program at an Elementary School." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5927.

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In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home f

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Abu-Talag, Salem Etaher Mustafa. "Libyan secondary school EFL teachers and communicative language teaching : attitudes, beliefs and constraints in implementation." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11429/.

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The communicative approach to language teaching is based on the theory of language as communication. According to Hymes (1972), language teaching is interpreted by learners as learning through communicative competence. Researchers, particularly in EFL secondary teachers’ classroom practices, have emphasized teachers’ concentration on using grammar translation (GTM) and audio-lingual (ALM) methods. However, most studies did not investigate teachers’ beliefs (as situated in their cultural context) and their classroom practice. Therefore, taking Libya as an example, the aim of this study is to fi

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Melchien, Bianca. "‘Neutral, native-like or authentic’ : Investigating attitudes and beliefs of expanding circle speakers of English." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131390.

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The status of English as the language of international communication is by now well-established. However, in the past 16 years, research has tried to emphasize the fact that the English spoken in international contact situations and between people with other first languages than English has different needs than the English spoken locally amongst native speakers, resulting in the emergence of English as a lingua franca (ELF) as a scholarly field. However, the impact of findings in ELF has so far only led to a moderate shift in English language teaching. Especially in expanding circle countries,

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Tognini, Rita. "Teachers as language learners: A study of the relationship between their beliefs about language learning and their learning strategy use." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/532.

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Proctor-Williams, Kerry, and Elizabeth Alley. "Implementing IPE in an Academic Health Science Center: changing Attitudes, Beliefs, & Knowledge." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1823.

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Completion of 3-year pilot Interprofessional Education Program involving graduate students in an Academic Health Science Center yielded pre- and post-program evaluations of attitudes, beliefs, and knowledge of students and faculty. This session offers a description of a program without curricular level changes, presentation of research outcomes, and resulting planned modifications.

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Bakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.

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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typica

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Lee, Sang Kyeom. "Examining the beliefs, attitudes, and reading strategies of secondary ESL students using retrospective miscue analysis /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998496.

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Samadi, Mohammad Rahim. "Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7994.

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Master of Arts<br>Department of Modern Languages<br>Abby Franchitti<br>The role of first language (L1) has been controversial in foreign language (FL) learning and teaching. This study examines the relationship between L1 use and gender and level of education of EFL teachers as well as gender and EFL proficiency level of learners in an Afghan university setting. It also investigates the relationship between FL use and learner anxiety by learner gender and EFL proficiency level. The study hypothesized that female FL teachers use the L1 more than male teachers in FL classrooms. Second, low FL pr

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Yan, Yinghong. "Culture Teaching in the Chinese High School Education Context: A Study of Teachers' Attitudes and Beliefs." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367019.

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Developing learners’ intercultural awareness and their communicative competence has been an important and acknowledged goal of foreign language education. To achieve this goal, the integration of culture teaching has become important for researchers and practitioners in the field of foreign language education. Understanding of the concept of culture, the approach to culture teaching and the cultural content of the curriculum varies across different social environments. This study looks at culture teaching in the current context of English teaching in Chinese high schools, exploring teachers’ a

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Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.

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阮章凱 and Cheung-oi Gary Yuen. "Secondary students' English language learning beliefs and oral proficiency: a Hong Kong case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963304.

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Yin, Chengbin. "Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Crawford, Jane C. "Teacher Response to Policy and Practice in the Teaching of LOTE." Thesis, Griffith University, 1999. https://eprints.qut.edu.au/417/1/crawford_chpt1.PDF.

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In the last three decades there have been policy changes in Australia which have seen languages other then English change from being a problem for non-English-speaking migrants to become a national asset in an increasingly global and interdependent world and worthy, therefore, of inclusion in the core educational program for all children. In Queensland this led, in 1991, to the LOTE Initiative which introduced the Years 6 to 8 core program, thus considerably expanding the teaching of languages, particularly Asian languages. The changing emphasis on languages is related to changing expectat

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Lam, Yuen-yiu Ada, and 林婉瑤. "Feedback on EFL writing in a Hong Kong secondary school: teachers' and students' beliefs and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945077.

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Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.

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Song, Yanan, and 宋亞南. "Beliefs of tertiary-level teachers of English in the People's Republicof China about medium of instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31541896.

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Choy, Datwani Daya, and 蔡荻雅. "The use of language arts in the Hong Kong primary school classroom: a case study of teachers' beliefs and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36713521.

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Biggs, Nalini Asha. "HIV/AIDS education in Kenyan schools for the deaf : teachers' attitudes and beliefs." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2a3a2ac0-133d-46f6-b0f3-fcdd2e588a96.

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How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of sch

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Karathanos, Katya A. "Exploring the self-reported perspectives and behaviors of predominantly English-speaking teachers regarding the incorporation of English language learners' native languages into instruction." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/75.

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Mai, Hwai-min Aminah, and 買慧敏. "Grammar pedagogy and the task-based curriculum: Hong Kong teachers' beliefs and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196347X.

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Nääs, Anna. "Teachers’ Choice of Instructional Language in the English as a Foreign Language Classroom : A literature review on teachers’ use of first language and target language in the EFL classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30810.

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There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to sav

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Zheng, Hongying. "Complex, dynamic and co-adaptive systems : a study of language teachers' beliefs about EFL teaching and learning in the context of secondary schools in China." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609592.

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Houghton, Esther, and 侯雅詩. "A study of teacher beliefs concerning the teaching and learning of ESLin Hong Kong universities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366274.

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This mixed-methods exploratory study of 34 ESL university teachers in Hong Kong sought to investigate the relationship between teachers’ beliefs about teaching and learning, their epistemological beliefs, and their classroom practice. Generally, findings indicate beliefs are formed though teachers’ past learning experiences, and professional education. Higher sophistication in teacher epistemology positively impacted classroom practice, probably facilitated through regular self-reflection and greater cognitive engagement, with teachers focusing more on student learning, and preparing students

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Hitz, Nilse Dockhorn. "Crenças Linguísticas de descendentes de pomeranos em três localidades paranaenses." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3540.

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Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-04-12T14:54:40Z No. of bitstreams: 2 Nilse_Hitz2017.pdf: 3544267 bytes, checksum: 62f92fa2d981639f93bc34c68ae3c81e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-04-12T14:54:40Z (GMT). No. of bitstreams: 2 Nilse_Hitz2017.pdf: 3544267 bytes, checksum: 62f92fa2d981639f93bc34c68ae3c81e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-20<br>This thesis presents the linguistic beliefs and attitudes of Pomera

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Ilosvay, Kimberly K. "A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/233.

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Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010). Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom popula

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Yeung, Ching-han, and 楊靜嫻. "A case study of the impact of TOC on teachers' beliefs and practices in English language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962051.

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Goss, Alison Mary. "Teachers Beliefs About Mathematics and Multilingual Students." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31064.

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I used a sociocultural perspective (Vygotsky, 1978) to examine teachers’ epistemological and efficacy beliefs about the teaching and learning of mathematics with multilingual students. Specifically, I use the work of Negueruela-Azarola (2011) who suggests that teachers’ beliefs are conceptualizing tools for thinking about activity. Beliefs, which are social and dynamic, arise from teachers’ lived experiences. What teachers believe is relevant because beliefs inform pedagogical practices and once established are hard to change (Brownlee, Boulton-Lewis & Purdie, 2002; Cross, 2009; Pajares, 1992)

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Alrumaih, Ahmad A. "Multimedia instructional applications for pronunciation instruction in English as a foreign language setting in Saudi Arabia : a study of attitudes, beliefs, and pedagogies /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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Leung, Ying Woon Deby. "Classroom interaction and teachers' beliefs in second language teaching : a case study of four EMI and CMI secondary school L2 teachers in Hong Kong." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/376.

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Tsoi, Pik-chi, and 蔡碧芝. "Preparing ESL teachers for change: assimilating new beliefs into the old." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963535.

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Pang, Carol, and 彭家露. "A study of teachers' and students' beliefs and practices in giving andresponding to written feedback in an L2 classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945144.

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Barnes, Ann. "Student modern foreign languages teachers learning to teach : beliefs, attitudes and the development of a methodological landscape." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1229/.

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This study examines the motivations, beliefs and attitudes of beginning modern foreign languages teachers towards foreign language teaching and learning during their initial teacher education and the changes in attitudes towards and beliefs about their subject and its methodology. In so doing, the study uncovers the students' initial and developing methodological landscapes. The scope of the study is unusual in its breadth of response'a! nd in its multi-method approach incorporating qualitative and quantitative data collection and analysis, identifying interconnections in the data. A total of

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Søvik, Margrethe B. "Support, resistance and pragmatism : An examination of motivation in language policy in Kharkiv, Ukraine." Doctoral thesis, Stockholm : Acta Universitatis Stockholmiensis, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6792.

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Tuomas, Petra. "Learning Grammar : A study of upper secondary level students’ attitudes and beliefs concerning the learning of grammar." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21438.

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The communicative approach to language learning is widely taught in Western education, and yet its predecessor, the grammar-translation method, is still commonly employed in other parts of the world. In Sweden, the increasing popularity of the communicative approach is often justified by the high level of students’ communicative skills (Öhman, 2013). At the same time, students’ written texts and speech contain many grammatical errors (Öhman, 2013). Consequently, being aware of their tendency to produce grammatical errors, some students express beliefs regarding both the explicit and implicit l

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Addiego, Emily Spady. "The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/985.

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This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The

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Wang, Wenfeng, and 王文峰. "Teachers' beliefs and practices in the implementation of a new Englishcurriculum in China: case studies of foursecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41508609.

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Becirovic, Emkic Medina. "Motivation - the driving force for our actions : A study of the importance of learning experiences, learner beliefs, self-determination and personal goals for motivation and attitudes in English language learning." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8232.

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The pedagogical debates within language learning and language teaching have emphasized motivation as one of the key factors. Conversely, the broadness of motivation and its complexity has been acknowledged as a challenging concept which is difficult to grasp. This study aims at examining motivation as a concept determined by different internal and external factors which also shape individuals’ attitudes towards language learning. With the aim of understanding the existence of motivation and attitudes in a variety of contexts, individuals’ level of language knowledge is the point of departure i

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DeChant, Ryan C. "Mindreading, Language and Simulation." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/74.

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Mindreading is the capacity to attribute psychological states to others and to use those attributions to explain, predict, and understand others’ behaviors. In the past thirty years, mindreading has become the topic of substantial interdisciplinary research and theorizing, with philosophers, psychologists and, more recently, neuroscientists, all contributing to the debate about the nature of the neuropsychological mechanisms that constitute the capacity for mindreading. In this thesis I push this debate forward by using recent results from developmental psychology as the basis for critiques of

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Allen, Kelly Lee. "Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613346.

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College reading programs are traditionally remedial or developmental in nature and often take a decontextualized skills based approach to reading and to supporting college readers (Holschuh & Paulson, 2013). Skills oriented deficit-based approaches to reading provide deficit-based frameworks for readers to construct self-perceptions. TLS 239 Literacy Tutoring is an undergraduate service-learning course where students learn about reading process and theory and develop strategies to tutor in community schools for twenty-four required hours. Coursework frames literacy as a socially constructed pr

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Tapia, Carlin Rebeca Elena. "Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.

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"December 2008".<br>Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.<br>Bibliography: p. 299-327.<br>Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.<br>The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology u

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Brenes, Carvajal Marlene Gerardina del Carmen. "Initial development of English language teachers in Mexico." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/45945.

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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009.<br>Bibliography: p. 167-188.<br>Introduction -- Contextual background -- Literature review -- Methodology -- Pre-service teachers' beliefs about being a teacher -- Practicum students' beliefs about the teaching experience -- Teachers' first year experience: beliefs and reflections -- Conclusions.<br>This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Speci

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Santana, Vanessa Raini de. "O papel dos operadores argumentativos na demarcação de crenças e atitudes em Foz do Iguaçu." Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3454.

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Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-28T19:33:08Z No. of bitstreams: 2 Vanessa_Santana2016.pdf: 906253 bytes, checksum: 6935959ad2f63192df9853be537495bf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-02-28T19:33:08Z (GMT). No. of bitstreams: 2 Vanessa_Santana2016.pdf: 906253 bytes, checksum: 6935959ad2f63192df9853be537495bf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-10-03<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - C

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Braga, Lucimar Araujo. "CRENÇAS E ATITUDES DE UMA PROFESSORA DE ESPANHOL DE UMA ESCOLA PÚBLICA DO INTERIOR DO PARANÁ E AS POLÍTICAS LINGUÍSTICAS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/452.

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Made available in DSpace on 2017-07-21T14:54:05Z (GMT). No. of bitstreams: 1 Braga, Lucimar Araujo.pdf: 1194079 bytes, checksum: 9a85030303c4cd975e09bbedb341adcf (MD5) Previous issue date: 2013-08-29<br>Reflecting the possibility of talking about beliefs involving teacher´s behavior in class instigated us to try to understand how these attitudes appear in language classrooms. Barcelos (2004, 2006, 2010, 2011), considers that beliefs have great power upon our behavior and actions, existing an inter-relation among beliefs, attitudes and identity construction. Understanding teacher´s identity

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Saverna, Adeline. "Les baladeurs MP3 en classe d'anglais au lycée : représentations et attitudes des apprenants." Thesis, Le Havre, 2016. http://www.theses.fr/2016LEHA0004/document.

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Cette thèse relève de la didactique de l’anglais. Il s’agit d’une étude exploratoire des représentations et attitudes de 170 lycéens, relative à l’introduction et l’utilisation du baladeur MP3 en cours d’anglais. Notre démarche d’investigation a reposé sur une approche systémique de la situation d’apprentissage. Afin de mettre au jour l’attitude des apprenants, nous avons utilisé des questionnaires. Nos résultats ont mis en évidence l’absence d’unanimité dans l’acceptation du baladeur MP3 en cours d’anglais. Une utilisation régulière du baladeur MP3 dans la vie quotidienne ne prédispose pas à

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Riani, Arilda. "Língua portuguesa, Língua brasileira: atitudes e crenças de José de Alencar e Mário de Andrade." Universidade do Estado do Rio de Janeiro, 2008. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1006.

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Esta tese pretende abordar algumas atitudes e crenças que José de Alencar e Mário de Andrade cultivaram sobre a língua do Brasil, a partir de observações e estudos considerando as alterações lingüísticas registradas nos períodos colonial e pós-Independência. Idéias particulares e fatos substanciais alimentados na pretensão de uma gramática que imprimisse expressão brasileira à língua portuguesa do Brasil. Ambos tinham em comum o sentimento de uma nação que se consolidava e trazia mostras suficientes de maturidade lingüística, levando-os a reivindicar o direito de gramaticizar os usos e costume

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Johansson, Elina, and Marija Cukalevska. "The Impact of MALL on English Grammar 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-40433.

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The purpose of this paper was to explore how grammar learning in the English as a second or foreign language classroom can be improved. Our aim was twofold: (1) to investigate the possible effect of implementing Mobile-Assisted Language Learning (MALL) on students’ grammar learning in the Swedish upper secondary level education, and (2) to find out what students’ attitudes are towards such an implementation and how it can impact student motivation. We analyzed and provided an overview of ten articles relating to the subject. The results showed that the use of MALL contributed to improved gramm

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