To see the other types of publications on this topic, follow the link: Acting in a foreign language.
Dissertations / Theses on the topic 'Acting in a foreign language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Acting in a foreign language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Lutzker, Peter. "The art of foreign language teaching improvisation and drama in teacher development and language learning." Tübingen Basel Francke, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2970328&prov=M&dok_var=1&dok_ext=htm.
Full text
2
Sun, Lixia. "Reviewing computer-assisted language learning (CALL) in a vocational school in China." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5543_1178702325.
Full textAbstract:
In recent years, advances in computer technology have motivated Chinese teachers to reassess computer use and consider it as a valuable part of daily foreign language learning and teaching. Software programmes, USB (Universal Serial Bus) technology, and computer networks are providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. Students gain access to audio, visual and textual information about the language through the use of computers. The aim of this study was to investigate vocational school English students and teachers concerns and behaviours about integrating information technology into English instruction.
3
Hennebry, Mairin. "Investigating the impact of formal Modern Foreign Language instruction in developing active European citizenship." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523102.
Full text
4
Georgiou, Mary. "Intercultural competence in foreign language teaching and learning : action inquiry in a Cypriot tertiary institution." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11866/.
Full textAbstract:
This study explores the potential of teaching intercultural competence in foreign language courses through the example of a pedagogical experience in a higher education institution. Language research increasingly acknowledges the intercultural dimension of foreign language education and foreign language teachers’ social and moral responsibilities. Successful intercultural interactions presuppose unprejudiced attitudes, hence learners’ intercultural competence: tolerance and understanding of other cultures as well as cultural self-awareness. Intercultural communicative competence can therefore be considered as one of the central aims of foreign language education so that learners can successfully communicate with people from different linguistic and cultural worlds. However, there have been few empirical studies which illustrate intercultural competence with a view towards assisting its integration into classrooms. The main purpose of this investigation is the increased understanding of my practice in order to reconceptualise it as one of a social justice educator, which entails the construction of an understanding of intercultural competence teaching and learning in the foreign language classroom. The study incorporates insights from critical pedagogy, critical multiculturalism, and intercultural competence theories and examines the ways in which the research process has influenced and reshaped my practice, paving the way forward to further improvements for the future. During a classroom-based study over two academic semesters, I created an intercultural syllabus for my teaching of an English writing course which aimed to facilitate new understandings and insights around cultural diversity and contribute to learners’ responsible citizenship in a democratic society. Participants included all students who were enrolled in these two university classes. Using an action inquiry methodology, the project was a study of my educational practice which addressed five broad research questions. Qualitative data collection and analysis endeavoured to answer these questions by investigating student perceptions of cultural diversity and assessing their response to the syllabus; hence by focusing on the enhancement of students’ intercultural competence, the study sought to identify successful strategies for teaching intercultural competence. Data collection methods included student interviews, student essays, and my reflective diary. Findings reveal that most learners construct cultural differences as problematic, resort to negative stereotyping, and reproduce essentialised images of the self and of otherness; however, analysis also surfaced a more fluid and ambiguous understanding which portrays cultural others in more positive ways. Additionally, greater and deeper student understanding of intercultural issues is evidenced with reflection on the concept of culture and on migration, increased cultural self-awareness, expression of empathy and solidarity, acknowledgement of heterogeneity within national cultures, and awareness that insufficient knowledge of cultural groups may lead to misconceptions. The identification of ineffective strategies has assisted me in revising the intervention, while the self-reflective process brought to light my own biases towards otherness, assumptions which inform my practice, and ethical dilemmas involved in transformative teaching. Implications include the significance of affective learning, of student agency in the knowledge production process, and the connection of the educational experience to their lives. They point to the empowering experience for teachers of shaping the curriculum and living out their values in their practice but also to the challenges involved in transformative practices, teaching values, and assessing intercultural competence.
5
Gao, Li. "Teaching reading in English as a foreign language: a study of a grade 10 class in Taiyuan City, China." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6754_1255508055.
Full textAbstract:
<p>Since economic reform started in China in 1978, the educational objectives for English language teaching have undergone many changes. In secondary school, reading and writing abilities have become increasingly important, not only in assisting students to study and work in English language contexts, but also in setting up the foundation for further English learning at university level. Thus, new materials have been devised and new teaching methods have been used. However, in practice, the English reading skills of many learners do not seem to have improved and learners have difficulty in achieving the syllabus goals set for reading. This study investigated the factors which influence the development of reading skills by learners in one Grade 10 English as a Foreign Language (EFL) class in Taiyuan, a city in China.</p>
6
Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
7
Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
Full textAbstract:
<p>This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.</p>
8
Lee, Eun-Jo. "Exploring L2 Writing Strategies from a Socio-cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306898143.
Full text
9
Lu, Cheng-Wei. "Activity theory as a basis for negotiation training in adult English-as-a-foreign-language instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2959.
Full textAbstract:
The project offers Taiwanese teachers who work with adults a new concept of teaching crosscultural negotiation skills as part of their EFL instruction. It also presents Taiwanese teachers with a method of analyzing their educational practice to encourage more active and engaged teaching with a useful curriculum and its corresponding assessment.
10
Manaliyo, Jean-Claude. "Tourism and multilingualism in Cape Town: language practices and policy." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8152_1283326267.
Full textAbstract:
<p>Language diversity continues to create a language barrier to international tourism. Tourists from non-English speaking countries face a language barrier in South Africa and this affects their experiences in the country. Measuring and understanding something of this challenge is the purpose of this study. The focus is on how the tourism industry in Cape Town uses languages to sell and promote the city internationally. The study investigates procedures, strategies, and policies adopted by the tourism industry in Cape Town to cater for tourists from across the world. In addition, the study also investigates how tourists from non-English speaking countries adapt linguistically to cope with their stay in Cape Town. The study targeted both tourism organisations and international tourists who use tourist facilities in most popular tourist areas in Cape Town. Both primary and secondary data were collected. Convenience sampling was used to select both tourism service providers and tourists. To enhance validity, reliability, and accuracy, various tools have been deployed to collect the data. Primary data were collected from both tourism service providers and international tourists using questionnaires, interviews, photographs and observations. Secondary data collection involved observations of public signage as well as analysis of electronic and printed promotional materials such as brochures, guidebooks, menus, newspapers and websites. Collected data were captured in spread sheets to enable descriptive analysis of tourists&rsquo<br>languages and of language use in tourism organisations in different of forms of niche tourism in Cape Town. Survey results reveal that a little more than half of all surveyed tourism organisations in Cape Town sell and promote their products using only South African languages including English whilst a minority sell and promote their products using English coupled with foreign languages. The majority of multilingual staff in those surveyed tourism organisations who have adopted multilingualism are working part-time or employed temporarily. In addition, results also indicate that English dominates other languages in public signs and printed and electronic promotional publications used by surveyed tourism organisations in Cape Town. Foreign languages are used most in tour operations and travel agencies sector whilst South African languages dominate in accommodation and restaurants sectors. On the other hand the research shows that a big proportion of foreign tourists in Cape Town were able to speak English and other foreign languages. The research shows that the majority of tourists from non-English speaking countries are more interested in learning foreign languages compared with their counterparts from English speaking countries. Only less than a quarter of all surveyed tourists from non-English speaking countries in Cape Town are monolingual in their home languages. These tourists struggle to communicate with service providers in Cape Town. Translators and gestures were used by non-English speaking tourists as a way of breaking down communication barriers in Cape Town. Contrarily, a big proportion (two thirds) of all surveyed tourists from English speaking countries in Cape Town does speak only English. Foreign tourists in Cape Town speak tourism service providers&rsquo<br>language rather than tourism service providers speaking tourists&rsquo<br>languages. The majority of tourism service providers in Cape Town are reluctant to learn foreign languages and to employ multilingual staff. This means that most tourism organisations sell and market their product in English only. Other South African languages such as Afrikaans and Xhosa are used frequently in informal communication in the tourism industry in Cape Town. Seemingly, Afrikaans dominates Xhosa in all forms of tourism except in township tourism where the majority of service providers are Xhosa-speakers. To market and promote Cape Town internationally, the tourism industry in Cape Town should employ multilingual staff who can communicate in tourists&rsquo<br>native languages. Multilingualism should be practised in all tourism sectors rather than in one or few sectors because all tourism sectors compliment each other in meeting customer&rsquo<br>s satisfaction. Failure in one tourism sector may affect other tourism sectors&rsquo<br>performance.</p>
11
Souza, Kaline Araujo Mendes de. "O trabalho do professor de portuguÃs lÃngua estrangeira: o agir no discurso." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15911.
Full textAbstract:
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Este estudo se desenvolveu como o objetivo principal de investigar, no discurso, o agir do
professor de portuguÃs lÃngua estrangeira (PLE). Neste sentido, com base no agir linguageiro
emergente em entrevistas e eminstruÃÃes ao sÃsia,realizadas com os docentes participantes
da pesquisa, 1) analisamos os ingredientes que compÃem o agir do professor de PLE; 2)
investigamos as representaÃÃes que o professor tem de seu trabalho, de seu papel, de seus
objetivos e dos variados aspectos que caracterizam o contexto em que atua; e 3) examinamos
em que medida a aÃÃo de refletir sobre o prÃprio agir motiva no professor de PLE uma
tomada de consciÃncia na perspectiva da profissionalizaÃÃo. Tomamos o quadro teÃricometodolÃgico do InteracionismoSociodiscursivo (BRONCKART 1999, 2004, 2008), em
diÃlogo com os pressupostos teÃricos das CiÃncias do Trabalho, notadamente da Ergonomia
da Atividade (AMIGUES, 2004; CLOT, 1999; LACOSTE, 1998), como referÃncia para a
anÃlise dos dados. Em termos de categorias analÃticas, privilegiamos o conteÃdo temÃtico, os
tipos de discurso, as vozes e modalizaÃÃes, bem como as figuras de aÃÃo (BULEA, 2010). O
resultado da anÃlise revelou que os ingredientes do agir do professor de PLE se situam
especialmente, no plano do agir-referente, no que concerne a seus determinantes externos, e
no plano do trabalho em geral, no que se refere à organizaÃÃo do trabalho. TambÃm
verificamos que as representaÃÃes construÃdas pelo docente ancoram-se, sobretudo,
nascondiÃÃes de trabalho, donde se destaca a complexidade atribuÃda ao contexto de aÃÃo
inequivocamente intercultural. Por fim, observamos que a aÃÃo interpretativa do agir,
construÃda com fundamento nas figuras de aÃÃo, Ã capaz de mobilizar no professor a tomada
de consciÃncia no tocante à prÃpria profissÃo.<br>The present study was developed with the main objective of investigating teachers of
Portuguese as a foreign language (PFL), and what they say about their work. Based on the
language acting present in interviews and in instructions to the double, accomplished by the
instructors who took part in this research, we 1) analyzed the elements that compose the
acting of PFL teachers; 2) investigated the representations that teachers have about their work,
role, goals, and about the various aspects that characterize the context in which they act; 3)
examined how the action of reflecting about their own acting raises in PFL teachers an
awareness of a professionalization perspective. As references for data analysis, we used the
theoretical-methodological framework of Sociodiscursive Interactionism (BRONCKART,
1999, 2004, 2008), together with theoretical assumptions of Work Sciences, mainly Activity
Ergonomics (AMIGUES, 2004; CLOT, 1999; LACOSTE, 1998). In terms of analytical
categories, we privileged thematic content, discourse types, voices and modalizations, as well
as action figures (BULEA, 2010). The results of theanalysis suggested that the elements of
PFL teachers acting are specially situated in the acting-referent plan, regarding its external
determiners, and in the work plan in general, concerning work organization. We also verified
that the representations constructed by the instructors are based mainly on the scope of work
conditions, where we can stress the complexity ascribed to the action context, which is
unmistakably intercultural. Finally, we observed that the interpretative action, grounded on
action figures, is capable of mobilizing in teachers an awareness that concerns their own
profession.
12
Hussin, Nora Anniesha Binte. "Interaction from an activity theoretical perspective: comparing learner discourse of language face-to-face, inchat and in audio conferencing in second language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41758146.
Full text
13
Eldokali, Elsanosi Mohamed. "A Linguistic and textual analysis of classroom english interaction at Al-thadi University in Libya." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4390_1256023279.
Full textAbstract:
<p>This study uses an interdisciplinary approach in the analytical framework combining Systemic Functional Linguuistic theoty (SFL) (Martin 1992<br>Halliday 19994) and critical discourse analysis (CDA) (Wodak 7 meyer 2001<br>Fairclough 1989, 1993, 1995, 2001). Further, the study draws on christie's (1997, 2001, 2002, 2005) work on classroom discourse analysis, which in turn builds on Bernstein's (1990, 1996, 2000) model on pedagogic practice and interaction, to examine dominanceand power relationsin the classroom. The interdisciplinary approach enabled this study to evaluate Al-Thadi university students' English language competence, linguistically and textually.</p>
14
Tshotsho, Baba Primrose. "An investigation into English second language academic writing strategies for black students at the Eastern Cape technikon." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5702_1183703543.
Full textAbstract:
<p>This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.</p>
<p><br />
Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of studentsâ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.</p>
15
Trent, John. "Learning Cantonese in the community: an exploration of the role of social activity in language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31945338.
Full text
16
Nguyen, Truong Sa. "The relationship between Vietnamese EFL students' beliefs and learning preferences and native English-speaking teachers' beliefs and teaching practices." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28488.
Full textAbstract:
This study examines the relationships between foreign language learning beliefs and preferences of 2 Vietnamese learners and beliefs and practices of 2 Native English speaking teachers in a private English school in Vietnam. The learners were not satisfied with learning English in public schools and had many expectations on the course and the teachers while the teachers had to make their learners pleased. Beliefs were reviewed as determinations of actions; beliefs entail knowledge, values, and attitude, and relate closely to identity and experience. The researcher adopted an interpretivist paradigm and three qualitative methods: Repgrid interview, Stimulated recall interview, and The COLT as an observation schedule. The interview data was coded inductively with content analysis method to build up the subjects’ beliefs and belief systems. Then, the systems were compared to find the relationships between their beliefs. To see how their beliefs related with learning preferences and teaching practices, the researcher analysed what they said and made use of the video record of their classroom activities; besides, the teachers’ beliefs were compared with the timing calculation of the activities in their classes. The results showed that beliefs about language learning affected strongly the participants’ preferred ways of teaching and learning and there were tight matches between the teachers’ beliefs and actions in class. There were influences of beliefs of the teachers and learners on each other, they were not direct influences but through their interpretations of the classroom events. However, the influences from the teacher were much clearer. After the course, the learners’ preferences and beliefs about some learning activities were changed and became more reflective. They also started to recognize the benefits of different ways of learning English. Meanwhile, the teachers’ interpretation of their learners’ expectations, learning preferences, and levels strongly affected what and how they taught.
17
Chen, Hsiao-San. "MOTIVATIONAL ISSUES OF TAIWANESE VOCATIONAL HIGH SCHOOL STUDENTS IN AN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM: AN ACTION RESEARCH STUDY." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227215889.
Full textAbstract:
Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Eunsook Hyun. Keywords: Motivation; Cooperative learning instruction; Action Research. Includes bibliographical references (p. 304-343).
18
Mitchell, Peter. "The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/609884.
Full textAbstract:
The Storyline method requires learners to create a fictive world and take on the role of characters in a story which they develop themselves. The story, co-created with the teacher, is based around a topic in the curriculum. In the course of the story, key questions based on curriculum-mandated aims are asked by the teacher in order to engage the learners in tasks during which learning occurs. Although Storyline has been used for many years in the classroom, its applicability to the foreign language classroom has only been researched recently and not extensively. By establishing a simulated ‘real world’ and providing students with ownership of their learning, students can use and improve their language skills, developing intercultural communicative competence in a meaningful context. This action research case study investigated the impact of the Storyline method on the foreign language classroom in the context of teaching military linguist cadets at a Russian university. A fictive base of a United Nations military observation mission, invented by the students themselves, served as a meaningful context for learning. The aim of the study was to improve the effectiveness of teaching in terms of developing language skills and raising student motivation, in the context of teaching English as a foreign language to military linguist cadets. The study found that the student response was positive, with improvements in motivation and satisfaction with the teaching and learning process. Moreover, students also showed improvements in terms of English language skills. It was also discovered that Storyline could benefit from adaption to include form-focused instruction for teaching grammar points. Additionally, explicit explanations of certain Storyline activities, in particular art work, might be beneficial when working with military linguist cadets. Ultimately Storyline was found to be an effective foreign language teaching method for military linguist cadets in Russia and has potential for use in other foreign language teaching for specific purposes contexts owing to its capacity for making language learning more relevant to the real life contexts in which professionals find themselves.
19
Letsoalo, Matome David. "Action research : exploring the use [of] print media as a resource in the teaching of English as a second language." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1005962.
Full textAbstract:
South African education has been going through a process of transformation: from a traditional, transmission system to one of a more progressive nature. In the new curriculum, Curriculum 2005 anchored on Outcomes-based Education (OBE), focus is laid on critical reflection, innovation and creativity by classroom participants. Learning situations are expected to promote flexibility, co-operation and relevance of teaching/learning materials. This research looks at these aspects in the English Second Language (ESL) situation where print media articles are used as resource. Other than being a rich resource for language, print media texts have been found to be appropriate for this exploration because of their potential to offer opportunities for critical reflection and interaction with authentic issues. Unlike uncritical reliance on textbooks, the proper use of media articles can give the teachers and learners the space to select relevant and exciting materials for their situations. In this study, the research was done through action research where I (the researcher) actually taught the lessons in collaboration with the English teacher. The teaching method was influenced by the Freirean style of Iiberatory teaching where critical reflection, socio-political relevance and co-operation are crucial elements. The action research was done in two cycles. Experiences in the first cycle pointed to, among other aspects, the fact that the learners could not work in a co-operative way as they were not used to it. Addressing this problem consequently became the basis of the second cycle where the skills of co-operative learning were taught before the learners engaged in further lessons. The conclusions drawn from this research point to the importance of the teacher as an agent in the learning process if the demands of progressive and liberatory teaching are to be met. It has thus been concluded that elements such as critical thinking, creativity, flexibility and selection/development of relevant materials presuppose the existence of a well-trained teacher who is skilled and able to make these possible. In the light of my findings, my major recommendation is that teacher development needs to be strengthened so that more emphasis is placed on enhancing the teacher's ability to critique texts and improve his or her own practice, acquiring the skills to teach in a critical way and achieving the learning competencies.
20
Li, Huiwen. "Increasing the number of African American students in undergraduate level classes of Chinese| A call to action." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109503.
Full textAbstract:
<p> Chinese language is the only ideographic language remaining in the world (Osaka, 1976). It conveys affluent Chinese culture and has great influences on the East Asian countries (Miyake, 2013). In the economic globalization of the world, China’s economy and international influence are expanding. For these reasons and many more the Chinese language is widely accepted as one of the major world languages. It makes sense then Chinese language classes are experiencing popularity and growth with United States undergraduates. Despite this growth, however, the enrollment of African American students is constantly low in college Chinese language classrooms (Li, Wen, & Xie, 2014). This call to action argues that this low representation of African American students lies on a course promotion system that denies African American students a preliminary learning opportunity that systematically limits their representation in Chinese language classrooms from the beginning. </p><p> This call for action examines systematic avenues for creating early opportunities. First the study explores the utility of offering African American students an informational workshop introducing the features of the language and the potential benefits of learning it. Next the study examines the leverage that could be gained by providing direct feedback and assessing student interest to explore whether students are more inclined to enroll in Chinese language courses following the information workshop. Such a process could lead to suggested policy changes that might close the enrollment gap between the African American students and their peers. This call for action considers the reality that even a well-designed action plan may not always produce positive consequences. Therefore, an impact evaluation is explored along with suggested instruments and uses. Finally possible outcomes of an impact evaluation are described. </p><p> To ground this call for action, a set of foundational theories are employed that mainly include networked improvement communities, leadership and teamwork, and critical theories. The call for action strongly suggests the iterative cycle of Plan, Design, Study, and Act (PDSA) of the NIC improvement science (Bryk, Gomez, & Grunow, 2011) in the change process beginning with the examination of a local four-year university Chinese Studies Program. </p>
21
Zielonka, Bronisława. "The Role of Linguistic Context in the Acquisition of the Pluperfect : Polish Learners of Swedish as a Foreign Language." Doctoral thesis, Stockholm University, Department of Scandinavian Languages, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-532.
Full textAbstract:
<p>This work consists of two parts: the theoretical and the experimental. In the theoretical part, some general and some language specific theories of tense, aspect and aktionsart are presented, and the temporal systems of Swedish and Polish are compared. </p><p>The theoretical part is not a mere review of the literature on the subject. The comparison of the descriptions of aspect and aktionsart by Slavic researchers with the universal theory of Smith (1991) and (1977) and with description of aktionsart in Swedish in Teleman et al. (1999) has allowed me for some important observations as to the nature of the long-lasting dispute about the differences between aspect and aktionsart.</p><p>The experimental part is a cross-sectional study on the role of the linguistic context on the acquisition of the pluperfect by Polish learners Swedish as a foreign language. The informants are university students studying Swedish as a foreign language. The language samples were collected by means of two types of tests: gap-filling and translation from Polish. </p><p>Twelve linguistic factors, each divided into two subgroups, were hypothesised to have affected the correct use of the pluperfect. All those hypotheses as to which of the subgroups may inhibit and which may facilitate the correct use of the pluperfect are grounded in linguistic theories, i.e. presented in the form of linguistically-based discussions as to what kind of effect, facilitative or inhibiting, each of the linguistic factors may have had, and why. </p><p>The effect of those factors upon the correct use of the pluperfect has been tested by means of a step-wise multiple regression which measured the simultaneous effect of each factor upon the correct use of the pluperfect. This method has confirmed the facilitative effect of the following six linguistic factors: intrasentential indication of topic time (subordinate clause), unbounded verb indicating topic time, agentive meaning of the target verb, specifying subordinate clause, statal pluperfect and location of the time of action of pluperfect clause outside the temporal frame of narrative plot.</p>
22
Ali, Yasmin, and Maja Säberg. "The Effects of ‘Flipping’ a Classroom with the Focus on Teaching English as a Second Language." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-133851.
Full textAbstract:
This literature review analyses what advantages and disadvantages can be gained by utilizing the flipped classroom method. The Swedish curriculum has been taken into consideration when conducting this review in order to see whether the method is compatible with the aim of the subject of English in the Swedish upper secondary school. Two key principles behind the flipped classroom are ‘active learning’ and ‘student-centered learning’. These key principles have been discussed and contrasted with the terms: ‘passive learning’ and ‘teacher-centered learning’. Acknowledging the fact that it is a challenge to engage students in their own learning as well as have them realize the benefits of doing so, this paper also highlights the advantages of implementing technology tools in the classroom where one can meet the needs of the students of today. The results of this literature review show that there are many advantages when utilizing the flipped classroom method. For example, the flipped classroom creates well-suited environments where discussions can take place, as the in-class activities aim at all students being engaged, applying concepts and sharing ideas. However, the results also show some disadvantages that may come when converting to a flipped classroom. Some of these are that the flipped model takes adjustment time, students need to adapt to the transition to a flipped classroom,and preparing online lessons is time consuming. Furthermore, both students and teachers need to learn how to use the new technology that comes with the flipped classroom model.
23
Jakubowski, Andrea M. "Using Visual Aids in the Secondary Language Classroom: An Action Research Study on the Use of Illustrations during TPRS Instruction." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384452424.
Full text
24
Malabarba, Taiane. "O trabalho do professor de Inglês em curso livre: na tessitura das prescrições." Universidade do Vale do Rio dos Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3989.
Full textAbstract:
Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-06-24T15:21:01Z
No. of bitstreams: 1
TaianeMalabarba.pdf: 1272565 bytes, checksum: e1f0a3e1eb14f4d93a966849bcdc9db3 (MD5)<br>Made available in DSpace on 2015-06-24T15:21:01Z (GMT). No. of bitstreams: 1
TaianeMalabarba.pdf: 1272565 bytes, checksum: e1f0a3e1eb14f4d93a966849bcdc9db3 (MD5)
Previous issue date: 2010<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Tendo por base um curso livre de línguas estrangeiras que opera sob o sistema de franquias, este estudo tem o objetivo de caracterizar o trabalho prescrito aos professores dessa instituição, principalmente no que se refere ao chamado “treinamento”. Os alicerces teóricos para a realização desta pesquisa encontram-se, fundamentalmente, nos estudos desenvolvidos dentro do quadro do Interacionismo Sociodiscursivo (ISD), postulado por Bronckart (1999, 2006, 2008, 2009) e colegas. Eleger o ISD como base teórico-metodológica se deu pela vontade de abordar o trabalho prescrito aos professores a partir do viés do ensino enquanto trabalho, ou seja, pela necessidade de ir além das pesquisas sobre a sala de aula desenvolvidas no campo da didática das línguas. É no quadro do ISD também que encontramos a coerência metodológica para o tratamento dos dados. Os dados gerados também fizeram emergir a necessidade de lançarmos nosso olhar para os aportes vindos da área de Ensino e Aprendizagem de Língua Estrangeira, buscando compreender o métier pesquisado. A geração dos dados foi realizada dentro do contexto da rede de escolas do curso livre, do qual foram identificadas as fontes prescritivas. Identificado o chamado treinamento como a principal delas, buscamos conhecê-lo através de entrevista com o diretor pedagógico, responsável por “treinar” os professores. A análise dos dados foi realizada com base nos resultados obtidos por Bronckart e amplamente discutidos e ampliados por integrantes do grupo do ISD (BRONCKART, 2008; BRONCKART e MACHADO, 2004; ABREU-TARDELLI, 2006; GUIMARÃES, 2007). Elementos linguísticos emergentes dos dados apoiaram nossa análise, que, além de conhecer o treinamento, procurou perceber de que forma essas prescrições são veiculadas e o papel atribuído aos professores no contexto investigado. Os resultados reiteram a complexidade do trabalho docente. Revelam ainda a posição do diretor pedagógico em relação às prescrições formuladas por ele mesmo e permitem verificar como ele representa o agir docente. Tais elementos deixam pistas das implicações dessa tessitura prescritiva no trabalho real dos docentes do curso em questão.<br>Based on a free course of foreign languages which is part of a franchising system, this study aims at characterizing the work which is assigned to the teachers of this course, mainly concerned to the “teacher training”. The theoretical bases for this investigation are found, principally, in the studies developed in the framework of the Socio-discursive Interactionism (ISD) as presented by Bronckart (1999, 2006, 2008). The choice of the Socio-discursive Interactionism as the theoretical-methodological framework was made due to the wish of studying the work which is assigned to the teachers taking into account that teaching is also a job. By this we mean the necessity of going beyond the researches about teaching which are developed in the area of language didactics. It is in the ISD framework also that we find the coherence to deal with the data. From this data, however, the necessity of looking at another framework emerged. These are the studies accomplished in the field of teaching and learning a foreign language, which we sought in order to understand the métier. The data was conceived within the context of free course of foreign languages, in which the origins of the assigned work were found. Once the “teacher training” was identified as the principal of them, we sought to understand it through the interview with the pedagogic director, responsible for “training” the teachers. The analysis of the data was done based on the results obtained by Bronckart and widely discussed and expanded by members of ISD group (BRONCKART, 2008; BRONCKART e MACHADO, 2004; ABREU-TARDELLI, 2006; GUIMARÃES, 2007). Linguistic elements found in the data supported our analysis, which, beyond characterizing the teacher training, tried to realize the way this assigned work is conveyed and the role given to the teachers in the context investigated. The results reaffirm the complexity of the educational work. They also reveal the position of the pedagogic director concerning the work which he himself assigns to the teachers and turn visible the way the director represents the teaching acting. Such elements indicate the implications of this assigned texture in the real work of the teachers of the course investigated.
25
Jackson, David Lee. "ESL for political action : a critical evaluation of the farmworkers ESL crusade and its Freire-inspired philosophy." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26841.
Full textAbstract:
This thesis evaluates the first three years of the Canadian Farmworkers Union ESL Crusade and the Freire-based philosophy which inspired it. Based on the author's three years of participant-observation, it pursues the following question: In the context of the union, is it possible to operate an ESL program which will both teach basic ESL and further the union's goal of organizing Punjabi farmworkers?
The thesis begins by summarizing Freire's educational/ political philosophy, and continues by examining the program's context: conditions of farmwork in British Columbia, the role of CFU in improving them, and the dynamics of the Punjabi community which affect this process. This is followed by a detailed description and evaluation of the Crusade: its objectives, recruiting and training of volunteer tutors, teaching methods and materials, curriculum topics, organizing strategies, results in terms of both teaching ESL and organizing, and finally analysis of the program's limitations.
The following section re-evaluates Freire's philosophy in view of three years experience in a North American setting. Key issues include the relationship between students' concerns and the union's agenda, dialogue versus banking, the complex nature of oppression for North American immigrants, the distinction between a realistic and idealistic frame of reference in operating and evaluating a program, and the importance of organizers reflecting on their own vested interests. All these issues proved salient to the daily operation of the program and have ramifications for other programs.
In the course of three years, the Crusade was able to develop methods and materials which had good potential both for ESL instruction and organizing, and which approached the Freirian ideal. However, a number of limitations prevented the program from fulfilling this potential. Some of these could be overcome with changes in the Crusade's format, such as using full-time Punjabi tutors rather than Anglo volunteers. The study concludes by outlining these changes plus directions for further research.<br>Education, Faculty of<br>Graduate
26
Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.
Full textAbstract:
This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994).
In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment?
The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002).
The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students.
Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.
27
Källermark, Haya Lisa. "Agency in the Spanish language classroom : Student and teacher choices, actions and reports when students search for information online as part of a theme." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137824.
Full textAbstract:
Students’ and teachers’ own choices and actions – their agency – are an integral part of language education, yet we know little about agency in specific classroom contexts. One such context is when students search for information online as part of their foreign language education. Therefore, the aim of this study is to explore the agency enacted through the choices and actions of six upper secondary Spanish students and their teacher. Their choices and actions take place while they are working with a task that asks the students to read authentic web sites with text originally written in Spanish for a native Spanish speaking audience. Using a sociocultural perspective on the process of language learning in this task, the research question is: Through what choices, actions and reports do the students and the teacher exercise and express their agency? The study was carried out in two student groups in their second year at upper secondary school. Primary data were collected during the first lesson of a theme and consist of multiple sources, including computer screen recordings, sound and video uptake along with prompted interviews performed with both students and teacher. The main findings suggest that student and teacher choices and actions did not cohere, due to different objects of their respective activity system. The data shows that when students search for information online as a part of their language studies, they: Act as producers at the same time as consumers Multitask Translanguage Focus on end product more than the learning process Divide their work between them rather than work collaboratively Finding “third spaces” – where students’ home practices are not easily applied to student or teacher objects of the activity systems, leads to a discussion concerning language view and language learning through the use of the Internet.
28
Rao, Ya. "Apprentissage du chinois (CLE) et du français (FLE) dans une communauté numérique bilingue." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3009/document.
Full textAbstract:
Cette recherche transdisciplinaire est à la croisée de la didactique des langues, de l’interculturel, des sciences du langage et des Technologies de l’Information et de la Communication pour l’Enseignement. En nous appuyant sur les théories autour de la communauté de pratique, des stratégies d’écrit interactif, de la conscience interculturelle, et du parler bilingue, cette thèse tente de démontrer comment une communauté d’apprentissage se développe, quelles sont les pratiques interculturelles et bilingues utilisées par les membres de la communauté pour co-construire des connaissances dans un cadre de webcollaboration. Pour cette expérimentation, nous avons choisi le jumelage de classes distantes réunissant un groupe d’étudiants en France apprenant le chinois et un groupe d’étudiants en Chine apprenant le français. Le cadre pédagogique était basé sur un scénario actionnel et un projet collaboratif. Nous avons conçu à cet effet une plateforme d’échanges comprenant un blogue et un forum où les participants pouvaient interagir. L’analyse de notre corpus était à la fois quantitative et qualitative. Notre objectif était de décrire l’émergence d’une communauté d’apprentissage, les différents niveaux de conscience interculturelle, ainsi que les réflexions et les pratiques bi-plurilingues<br>This transdisciplinary research is at the intersection of language teaching, intercultural studies, linguistics and information and communication technologies for education. Drawing on theories around community of practice, strategies for interactive writing , intercultural awareness, and bilingual communication, this thesis attempts to demonstrate how a learning community develops, what are the intercultural and bilingual practices used by the members of the community to co-construct knowledge in a context of webcollaboration.For this experiment, we chose a class e-twinning with a group of students learning Chinese in France and a group of students learning French in China. The pedagogical framework was based on an action-based scenario and a collaborative project. We designed for this purpose an exchange platform including a blog and a forum where participants could interact. The analysis of our corpus was both quantitative and qualitative. Our purpose was to describe the emergence of a learning community, the different levels of intercultural awareness, as well as the bi-multilingual practices and reflections
29
Nylén, Per. "Learning English with the use of ICT : An action research study on students' attitudes." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6006.
Full textAbstract:
<p>The purpose of this study is to outline students’ attitudes towards ICT in the learning of English. The research was carried out as action research at a vocational high school in Sweden. The study aims at giving answers to the questions what the students’ attitudes towards ICT are, to what extent they think that ICT affects their learning and if ICT use changes their attitudes towards English. The students had little or no previous experience of ICT. For a period of two months, they used ICT in their English studies. This work was organized according to Svensson’s (2008) definitions <em>ICT as a tutor</em>,<em> ICT as a tool </em>and<em> ICT as an arena</em>, which are connected to behavioristic, cognitive/constructive and social constructivist/socio-cultural learning perspectives, respectively. For example, the students read and listened to texts online, wrote their own dialogues for a movie and maintained their own blogs. After each module, they evaluated the method and at the end of the project they were interviewed. The study shows that most of the students were positive towards ICT in learning English. They were most positive towards ICT as a tutor, which was interesting given that behavioristic ways of learning are often criticized by today’s scholars. Furthermore, the students claimed that ICT gives them new opportunities to learn. Not surprisingly, to learn in a way that suits the individual learner was seen as positive. They stated that it was difficult to comment on the impact that ICT might have had on their performance after such a limited period of time, but they indicated that they thought that they had improved at least a little. During the interviews, a few students claimed to have changed their attitudes towards English a little, in a positive way, but it was difficult to confirm this after such short time.</p>
30
Clifford, Marian. "Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17275.
Full textAbstract:
Bibliography: pages 299-310.<br>This study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language for adults. The research was carried out with a group of workers attending a basic English course in an adult education programme on the East Rand. This study covers the entire sixteen month period from 1986 to 1987, and was carried out by the teacher-as-researcher. The research methodology was a form of illuminative evaluation, using syllabus accounts. These accounts provided a record of what took place in the classroom and were organised into three main themes. Subsequent analysis of the accounts focussed on learner and teacher roles in determining the learning experiences generated in the classroom. These findings were then re-examined in the light of the literature on process approaches. Conclusions were drawn about these roles and the implications for teacher development and learner training. Subsequently these conclusions were presented as illuminative data to reflect upon the curriculum framework underlying process approaches. The conclusions drawn in this study challenge the assumption that learners and the teacher jointly and equally negotiate learning in a process approach. Instead they suggest that the teacher is very much in control as the overall manager of curriculum development, and that learners are secondary agents in this endeavour. The roles of both parties are also more complex and more interlinked than the literature implies. Following this, conclusions were drawn about the roles that learners and the teacher played in curriculum development in this study. The research went on to examine the broader implications of these findings, by assessing the feasibility of a process approach for large-scale adult basic education work in South Africa. From this assessment, a new 'hybrid' approach was proposed which retains important features of a process approach while modifying it to make it more accessible and appropriate for South Africa's needs. Finally, the study identified future research directions.
31
Armentano, Ana Luiza Teixeira 1958. "A tarefa 'dictogloss' : aspectos cognitivos e interacionais." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269443.
Full textAbstract:
Orientador: Linda Gentry El-Dash<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-07T22:20:39Z (GMT). No. of bitstreams: 1
Armentano_AnaLuizaTeixeira_M.pdf: 24731292 bytes, checksum: b14232318057e7b745682681e2635a8a (MD5)
Previous issue date: 2006<br>Resumo: Esta pesquisa partiu da nossa observação que muitos aprendizes apresentam fluência, mas não precisão lingüística, em seu desempenho em contexto de aula comunicativo de inglês de nível intermediário como LE. Uma alternativa encontrada na literatura de ASL para promover a precisão lingüística é o uso de tarefas que promovam o esforço cognitivo de
produzir e refletir sobre a produção, estendendo e indo além do nível de competência real do aprendiz, ou seja, uma produção mais exigente (pushed output) (Swain, 1985, 1995). A reflexão sobre a produção (output) pode estimular o aprendiz a perceber (notice) formas lingüísticas e fazer uma comparação cognitiva entre as formas de sua interlíngua e as formas de L2/LE (notice the gap), o que pode facilitar a re-estruturação de interlíngua. Nosso objetivo nesta pesquisa é investigar a tarefa dictogloss pelo seu potencial em promover uma produção mais exigente. Para tal levamos em conta aspectos cognitivos e interacionais. Sob a perspectiva cognitiva, nos apoiamos nos estudos sobre tarefas de Skehan (1996, 1998), o modelo de processamento de insumo de VanPatten (1996, 2002), a Hipótese da Produção de Swain (1985) e as diferenças individuais segundo Robinson (2002, 2005). Sob a perspectiva sócio-cultural, levamos em conta o construto do diálogo colaborativo de Swain (2000) e os padrões de interação de Storch (2002). Os instrumentos de pesquisa foram um mini-questionário, uma tarefa dictogloss, cujos procedimentos foram adaptados de Wajnryb (1990), e entrevistas semi-estruturadas com os sujeitos. Cinco pares de alunos universitários do nível intermediário de um centro de línguas de uma universidade pública paulista fizeram parte da pesquisa. Sem a intervenção da pesquisadora, as duplas reconstruíram uma passagem escutada por três vezes. Após a reconstrução em pares, os sujeitos receberam o texto por escrito e compararam as suas versões com a do original. Todas a interações foram gravadas em áudio. Dentre os aspectos cognitivos, os resultados das análises apontam para a complexidade da tarefa implementada em termos do código lingüístico, processamento cognitivo e o stress comunicativo. Observa-se que alguns pares abordaram a tarefa focando mais no significado eoutros na forma, sugerindo um efeito trade-off nos recursos de atenção. Nota-se grandes diferenças individuais entre os sujeitos, entre elas o nível de proficiência e habilidades cognitivas dos sujeitos, tais como a aptidão para notice the gap. Dentre os aspectos interacionais, constatamos que o padrão colaborativo prevalece nas interações, mas que com o decorrer da tarefa, algumas interações mudam para os padrões dominante/passivo, e outras para o padrão dominante/dominante, com alguns momentos de conflito. O diálogo colaborativo gerou construção de conhecimento nos padrões colaborativos mas demonstrou seus limites em outros padrões de interação, como no menos experiente/menos experiente, não geralmente relatado na literatura. Os depoimentos dos sujeitos sugerem que esses perceberam a complexidade da tarefa, mas que a consideram de potencial utilidade para a aprendizagem. Além disso, relataram que o trabalho em pares foi positivo<br>Abstract: In our teaching practice and within a communicative-oriented instruction of intermediate levelleamers of English as a foreign language, we have noticed that many leamers become fluent but lack accuracy. It has been suggested in SLA that in order to promote accuracy certain kinds of tasks can be used: those that encourage pushed output, defined as the cognitive effort to produce and reflect on production, stretching and going beyond the actual competence of the leamer. This reflection on production may encourage the leamer to notice linguistic form and make cognitive comparisons between their interlanguage form and the L2 form, i.e., notice the gap, which may encourage the restructuring of the interlanguage. Bearing this in mind, this research was designed to investigate cognitive and interactional factors involved in the implementation of the pedagogical task known as dictogloss. Five dyads of college students attending an intermediate leveI course in a
language center in a state university in the state of São Paulo in Brazil took part of the experiment. The interaction of the dyads was audiotaped as they carried out the task. It required them to listen, take notes, and produce a written reproduction of the oral text with their partners. After that they received a copy of the written text, and went on to compare and notice differences between their versions and the original. From a cognitive perspective, the theoretical background comes from task-based research of Skehan (1996, 1998), the modeI of input processing of VanPatten (1996, 2002), the Output Hypothesis of
Swain (1985, 1995) as well as the investigation of individual differences of Robinson (2002, 2005). From a socio-cultural perspective, the theoretical background comes from the collaborative dialogue proposed by Swain (2000) and the interaction pattems by Storch (2001, 2002). From a cognitive perspective, the findings suggest that the high complexity
of the task produced a trade-off effect in attentional resources: attention was either allocated to the meaning or to the formoThe oral comprehension and production and the written comprehension and production revealed individual differences in the subjects' cognitive abilities, such as noticing the gap. From a socio-cultural perspective, the collaborative pattem of interaction prevails, but over time, some of the pairs changed to other pattems such as dominant/passive and dominant/dominant, indicating some conflict in their interactions. The collaborative dialogue shows the co-construction of knowledge,
but this does not take place in all interaction pattems, such as novice/novice, which is rarely discussed in the literature. In follow-up interviews, the subjects reported that they found the task complex but useful and that working with a partner helped them perform the task<br>Mestrado<br>Lingua Estrangeira<br>Mestre em Linguística Aplicada
32
Borg, Erika. "ICT as a pedagogical aid for supporting students with difficulties in their acquisition of English : An interview study and an action research study." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6222.
Full textAbstract:
<p><strong>Abstract </strong></p><p>The aim of this study is to investigate some uses of Information and Communication Technology (ICT) as a pedagogical aid for supporting students with difficulties in reaching the curricular goals in the school subject English. Special focus is on students with reading and writing difficulties and on students with a foreign background in the ninth grade of the compulsory school and in upper secondary school. The method of investigation consisted of two parts: (a) interviews with eleven regular English teachers and with four remedial teachers about their experiences of using ICT as a pedagogical aid, and (b) an action study in which ICT-based activities were tested in a group of six students with difficulties in English. The results of the interviews showed that in the remedial classes ICT-based support was rather limited. The exceptions were students with severe reading and writing difficulties and other grave learning disabilities. These students were offered greater access to various technical aids and systematic support. For dyslexic students various ICT tools often proved to be an effective and indispensable support in their learning. In non-remedial English lessons, the use of ICT was somewhat greater. Here teachers used ICT as a pedagogical aid for the benefit of all students. The computer was considered to be a good support for project writing as it provided the students with a huge database, with online dictionaries and with a spell checker. The results of the action research showed that students were positive about communicating in English via ICT and they showed great interest in other activities facilitated by technology, such as training grammar, vocabulary, and reading. In conclusion, these surveys generated results similar to those of other studies, showing that although ICT can be an effective pedagogical aid in supporting students with difficulties learning English, it is not presently being used to its full potential.</p>
33
Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-165292.
Full textAbstract:
Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction. Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\'s reflections. The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media. The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficult<br>Online-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung
34
Koenig-Wiśniewska, Anna. "Stratégies de collaboration pour un écrit intéractif en FLE dans une communauté virtuelle d'élèves blogueurs." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10217/document.
Full textAbstract:
Cette thèse relevant du domaine de la Didactique des langues (français langue étrangère) concerne l’apprentissage/enseignement enrichi par les TICE. Elle définit et analyse les stratégies de collaboration pour un écrit interactif, pratiquées par une communauté virtuelle d’élèves blogueurs. Le cadre théorique s’inscrit dans la perspective actionnelle (CECRL), instrumentée des TICE, et il embrasse les réseaux sociaux et leur application dans l’éducation, les caractéristiques de l’écrit interactif en tant que nouveau cybergenre. La méthodologie appliquée est principalement qualitative et relève de la recherche-action et, en particulier, de la recherche-développement appliquée à la conception de ressources multimédia. La construction d’un blogue communautaire a permis le recueil des données pour la partie empirique. Dans cet environnement numérique d’apprentissage, des élèves de 15 à 17 ans de Pologne, Ukraine, Tchéquie et Italie, stimulés par un scénario d’apprentissage, ont réalisé des interactions écrites pendant huit mois. La recherche a montré que les extensions intégrées au blog ont facilité l’émergence d’une communauté d’apprentissage. Elle a également montré comment ces artefacts ont été exploités, en se concentrant notamment sur une analyse des stratégies mobilisées pour l’écrit, ainsi que les caractéristiques de cet écrit interactif produit<br>This dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing
35
Brantley, Kathryn Perkins. "Who do I Play: Appraising the Impact of Teacher-in-Role with Kindergartners in an ESOL Classroom." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5143.
Full textAbstract:
Educators employing process drama, a non-presentational dramatic form, establish memorable classroom environments where students co-author their learning with teachers. Process drama facilitators often use the dramatic structure of teacher-in-role to guide and support the students. An instructor heightens tension, introduces new ideas, and encourages participation by engaging alongside students as a character. An educator employing process drama needs to determine the appropriate type of role to impact the development of a classroom drama; while negotiating tension felt between desires for student-led discovery and the necessity of meeting curriculum benchmarks. Academic studies establish process drama as a tool to aid English Students of Other Languages or ESOL classrooms. Process drama heightens comprehension, whole language usage and ownership of learning. Using the methodology of reflective practice I analyzed my teaching in role to determine how I negotiate diverse and conflicting objectives. I facilitated a six week process drama with four to six-year-old ESOL students at a learning centre in Hong Kong. This study improved this teacher's understanding and usage of teacher-in-role. The ideals of a process centered classroom were not always realized, but the needs of the population necessitated adaption from expectations. The experiences of the researcher indicate ambiguous character may not be the best way to motivate dialogue among this population of ESOL students. Students' age and English experience suggests using co-participant characters whose motivations are clearly defined. This study contributes to the discussion on what differing "role types" offer facilitators of process drama and how it may be used to meet demands of curriculum including development of performances. Process drama with very young students presents a field for further research investigating methods and practices to effectively structure process dramas that address their learning.<br>ID: 031001277; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed February 25, 2013).; Thesis (M.F.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 70-77).<br>M.F.A.<br>Masters<br>Theatre<br>Arts and Humanities<br>Theatre; Theatre for Young Adults
36
Ilunga, Anselmo. "L'enseignement du français langue étrangère (FLE) dans le contexte lusophone de l'Angola en milieu universitaire : cas de la FLUAN et de l'ISCED/Luanda." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0144/document.
Full textAbstract:
__Les réflexions sur le FLE en Angola sont envisagées dans le cadre historique, sociolinguistique et pédagogique. Elle a pour objectif la mise en place d’un dispositif du FLE niveau A1 vers A2 et B1 vers B2 en vue d’aider les enseignants du FLE qui se trouvent en difficultés d’améliorer leurs pratiques et aux étudiants de mieux s’approprier le FLE.La recherche porte sur une problématique spécifique qui est les difficultés langagières des étudiants en FLE qui nous interpelle et nous nous sommes posés les questions suivantes : dans quelle mesure les difficultés langagières des étudiants seraient en lien avec les difficultés des enseignants peu formés pour enseigner le français langue étrangère.Qui enseigne ? Quelle est sa formation ? Comment enseigne-t-il ? À qui enseignent-ils ?Les réponses à ces questions ont nécessité l’élucidation des plusieurs concepts. Ce travail a privilégié une approche comparative avec des vidéographies de classe et des entretiens. Nous avons décrit les activités de classe en nous intéressant à la fois à la circulation des savoirs et surtout à l’analyse des gestes professionnels des professeurs de nos institutions universitaires. Ainsi, deux types d’analyse ont été privilégiés à savoir linguistique et didactique.La thèse a vérifié l’hypothèse selon laquelle la didactique du français langue étrangère permet d’élaborer des savoirs linguistiques et culturels adaptés au contexte angolais, de pallier les difficultés dans l’activité enseignante et de faire des apprenants les acteurs de leur propre apprentissage. ________________________________________ ______________________________________<br>French as a Foreign Language (with the French acronym FLE) in Angola is first considered in its historical, socio-linguistic and pedagogic contexts. This thesis focuses on teaching methods with the objective of proposing a teaching strategy for FLE from level A1 to A2 and from B1 to B2. The aim is to assist those FLE teachers who find themselves in difficulty to improve their practice as well as to increase students’ mastery of FLE. The research centres on the specific problem which is the language difficulties of the poor results that students achieve in FLE, which is a cause for concern and has led to the following questions: to what extent the language difficulties of students would be linked to the difficulties of teachers who are poorly trained to teach French as a foreign language? Who are the teachers? What training have they received? How do they teach? Whom do they teach to? The answers to these questions have required the clarification of linguistic concepts and different aspects within linguistics. This study has adopted a comparative approach using video recordings of classes and interviews. We have described classroom activities with a focus on the exchange of knowledge and in particular on an analysis of the professional practice of teaching staff in our university institutions. Two types of analysis have thus been undertaken: linguistic and pedagogic. The results confirm the hypothesis that the approach adopted in teaching French as a Foreign Language allows the acquisition of linguistic and cultural knowledge appropriate to the Angolan context, overcomes difficulties faced by teachers and enables learners to take an active role in the own learning
37
Sartor, 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.
Full textAbstract:
Effective foreign language teaching to very young children have been described in literature by means of a wide range of characteristics that refer both to teachers’ professional competences as to their personal abilities.
The aim of this study is to focus on the role and competences of the foreign language teacher in preschools. Starting from the analysis of first and second language acquisition, the focus will then turn to foreign language learning and teaching. Children and their natural attitude to communicate and acquire languages will be assessed and neurological findings reported. Then the role of foreign language teachers and the factors they should consider in order to teach in an efficient way will be discussed.
It is a common thought that teaching a foreign language to young children might be easy and enjoyable because children acquire it spontaneously and for fun. What will be investigated is parents’ expectations and if there are some preconceptions that could influence their enthusiasm in wanting their children to join English Classes. The collected data from a formulated questionnaire completed by parents, has given the opportunity to understand that the role of the foreign language teacher is not completely clear and even undervalued when regarding certain aspects.
What needs to be stressed is that teachers, parents and institutions should be aware of what foreign language teaching in kindergarten consists of. Teaching a foreign language in kindergarten is a specific professional discipline that requires not only proficiency in the target language, but also specific training as far as language acquisition and foreign language learning theories, pedagogy assumptions and classroom management techniques are concerned.
38
Reshetniak, Maryna Valeriivna, Марина Валеріївна Решетняк, and Марина Валерьевна Решетняк. "A Foreign Language Acquisition." Thesis, Publishing house Education and Science, 2010. http://essuir.sumdu.edu.ua/handle/123456789/50985.
Full textAbstract:
The article discloses historically based approaches of a foreign language education and throws light on the new study, which may revolutionize language learning. The main methods of teaching foreign languages, which are highlighted in the article, are: the grammar translation method, the direct method, the audio-lingual method, the communicative language teaching method and the series method. And a modern research of a PhD from New Zealand is described below.<br>Стаття розкриває історично сформовані підходи до вивчення іноземних мов, а також надає додаткову інформацію щодо нового дослідження, яке може внести революційні зміни до вивчення будь-якої мови. Основні методи навчання іноземним мовам, що будуть проаналізовані в даній статті, наступні: метод граматичного перекладу, аудіально-лінгвістичний метод, комунікативний метод, прямий метод та послідовний (серійний) метод. І сучасне дослідження доктора філософії з Нової Зеландії оглянуто нижче.<br>Статья раскрывает исторически сформировавшиеся подходы к изучению иностранных языков, а также предоставляет дополнительную информацию про новое исследование, которое может революционно перевернуть изучение языков. Основные методы преподавания иностранных языков, которые будут проанализированы в данной статье, следующие: метод грамматического перевода, аудиально-лингвистический метод, коммуникативный метод, прямой метод и последовательный (серийный) метод. И современное исследование доктора философии из Новой Зеландии рассмотрено ниже.
39
Breuer, Esther [Verfasser]. "First Language versus Foreign Language / Esther Breuer." Bonn : Universitäts- und Landesbibliothek Bonn, 2014. http://d-nb.info/1048086259/34.
Full text
40
Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full text
41
Ryder, Phyllis Mentzell 1963. "Strong rhetoric: Acting in the interplay of language, power, belief." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282367.
Full textAbstract:
The dissertation confronts these dual questions: What theory of rhetoric would serve a multicultural democracy? How might such a theory be taught in a first-year composition program? I argue that democratic negotiations are rhetorical, as groups vie to control definitions of themselves, each other, and the "proper" relationships among people, and that rhetoric shapes what people consider to be "knowledge" and "truth." Because hidden ideologies influence the rhetoric people find convincing, people need methods for reflecting critically on their own locations. I argue that one method of developing this reflection is to seek to understand the positions of oppressed peoples, as those positions may reveal assumptions embedded in dominant rhetorical patterns. I also argue that a rhetoric for democracy must be committed to action, not just self-reflection and analysis. I call my theory "strong rhetoric." In the remainder of the dissertation I consider how to apply strong rhetoric in pedagogical contexts, and I perform the kind of self-reflection that strong rhetoric demands by noting how my own contexts have influenced my theory. In chapter two I contemplate the role of a teacher in a democratic classroom and offer "liberation morality"--the critique of inequitable distributions of power--as a strategy to convince students of the value of strong rhetoric. In chapter three I critique four curricula designed to teach civic rhetoric, and I argue that teachers must present ideology as more than partisan politics, advocate action as the goal of rhetoric, discuss the limits of democracy defined as a public forum, and treat students as knowledge-makers and citizens. In chapter four, I discuss my involvement in the the University of Arizona's curriculum revision and make explicit that research and revision are integral to strong rhetoric. I also argue that a pedagogy for strong rhetoric must confront the tensions of establishing the classroom as "community." In chapter five I show how teaching assistants at the University of Arizona translated complex rhetorical concepts into essay assignments. Recognizing that teachers need to simplify strong rhetoric to present it in a one-semester course, I model the analysis teachers might use to determine which elements of strong rhetoric to teach.
42
Barichello, Alessia <1992>. "Foreign language education of tour guides in Italy. Language diversity and linguistic tolerance in foreign language users." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14930.
Full textAbstract:
This thesis analyses both linguistic competence in all its facets – specifically, microlinguistic competence – and foreign language skills including all the aspects that language use for professional purposes and in specific contexts implies. A particular focus will be addressed to language skills of expertise in art heritage contexts in Italy – specifically tour guides - given the importance of the tourism sector in our country.
Questionnaires concerning the linguistic perception by users of tour guides’ services - provided to tour guides who work in the most relevant art heritage towns in Italy - will help to better understand the issue by the point of view and personal experience of professionals whose role is so relevant from such a perspective.
Data collected will be the basis for a reflection and a proposal of foreign language training courses that could be offered to tour guides – as well as to prospective ones - by focusing on foreign language competence with a comprehensive approach. By receiving proper input by means of training courses and regular refreshing training ones, tour guides will be more likely to develop all the linguistic and extralinguistic skills that can make their services more professional, effective and appreciated by their users.
43
Wallace, Catherine. "Critical language awareness in the foreign language classroom." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10007455/.
Full textAbstract:
The thesis examines the concept of critical language awareness both in principle and practice. It begins with an exploration of the key principles which inform CLA and concludes with an account of a particular study of a foreign language classroom. CL~ as presented in the thesis, is seen as an essentially practical, classroom based enterprise which is indebted in various ways to particular understandings about the nature of texts and interpretative processes. Early chapters locate CLA within studies of text and discourse, the reading process and classroom interaction respectively. The first chapter presents the view that CLA takes its theoretical bearings largely from critical discourse analysis. Discussion centres around major points of departure between critical and conventional kinds of discourse analysis. Chapter two focuses on the role of the reader in text analysis, arguing for the need to locate critical reading within the wider concept of critical literacy. Chapter three proposes the need to develop a model of critical pedagogy which has the potential to enhance awareness of texts and readings within the context of the classroom community. Chapter four offers a bridge between the conceptual underpinnings of the study and the subsequent chapters which present the empirical part of the thesis. It describes the research methodology which informs the classroom study. Chapters five, six and seven respectively, provide an account of the rationale for the particular course at the centre of the study, in terms of the texts and classroom procedures which were selected; they also present an analysis of key features of selected classroom episodes. Chapter eight assesses the students' own views about the manner in which their critical judgements of texts and practices have evolved during the CLA course. The thesis concludes by drawing some lessons for future explorations of both the principles and practice of critical language awareness.
44
Chausse̹, Jean-Paul. "Impact of language immersion programs on foreign language /." Wright-Patterson Air Force Base, Ohio : Air Force Institute of Technology, 2008. http://handle.dtic.mil/100.2/ADA494349.
Full text
45
Matsui, Shiro. "The relevance of the native language in foreign language acquisition : the critical period hypothesis for foreign language pronunciation /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full text
46
Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
Full textAbstract:
Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>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).
47
Kugai, Kseniia. "Motivation in foreign language learning." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12993.
Full text
48
Knudsen, Lina. "Dyslexia and Foreign Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.
Full textAbstract:
This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical perspective? What difficulties do foreign language teachers have when teaching dyslexicstudent? What strategies do foreign language teachers use when teaching a student with dyslexia? By using the qualitative research approach, interviews, it was found that while foreign language teachers are aware of dyslexia they need to be given more education about language based disorders so that they are more equipped to help their students. This research will highlight the importance of giving foreign language teachers the needed tools and strategies to better support dyslexic students as they learn a new language.
49
Marogna, Veronica <1988>. "Dyslexia and Foreign Language Teaching." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2346.
Full textAbstract:
The study investigates the use of teaching accommodations towards pupils with dyslexia. The aim of the study is to verify whether there are accommodations in teaching, testing and assessment practice that ease foreing language learning for dyslexics. Secondly, whether foreign language teachers use these accommodations in their classroom. Partipiants of the study were asked to fill in an online questionnaire.
50
Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Using video materials in teaching foreign languages for professional purposes." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63916.
Full textAbstract:
In case of the careful choice and thoughtful tasks elaboration, using authentic video not only makes a lesson much more attractive, but becomes an effective source of intercultural and professional information. Being interdisciplinary in their nature they enhance motivation for development of language as well as professional skills.<br>В разі правильного вибору і ретельного розробки завдань, використання автентичного відео не тільки робить заняття більш привабливим, але й стає ефективним джерелом міжкультурної і професійної інформації. Завдяки своїй міждисциплінарності вони підвищують мотивацію до розвитку як мовних. так і професійних навичок.