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1
Komori-Glatz, Miya. "Exploring the Roles of English: English as a Lingua Franca in Master's Programmes at WU Vienna University of Economics and Business." Elsevier, 2015. http://dx.doi.org/10.1016/j.sbspro.2015.02.040.
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Europe's largest business university, WU sees offering master's programmes in English as a means to stay competitive. This paper highlights the roles of English and other languages at a strategic level in the university as well as in intercultural student teams. The data is taken from a multi-modal research project investigating students' language and interaction in teamwork on English-medium programmes. The results show that students use English as the medium of communication in and out of class and for discussing task-related topics, while they use other languages for socialisation purposes and to develop a sense of community. (author's abstract)
2
Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.
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3
Ingram, Darren. "Exploratory investigation into the practice of communicating to publics using English as a Lingua Franca (ELF) by Finnish companies." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21650.
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This thesis examines public relations (PR) communications that use English as a Lingua Franca (ELF) from leading Finnish companies. It analyses a corpus of 90 press releases from 15 export-active companies for linguistic usage, drawing on elements of linguistic theory. In addition, a limited narrative is based on personal interviews to determine typical procedures that are involved in PR content creation. It should have relevance to all who use ELF in a business context, but be of special interest to those involved with PR and marketing. It may also have some relevance to internal international business communications and linguistics.The study was motivated by three factors: how English is a dominant global language that is being used by companies in other countries as an intermediary language, prior research of how Finnish companies use PR and communications within their export activities, and extensive observation obtained whilst working as a journalist, dealing with companies from all around the world.It is believed that many companies may not be communicating efficiently and effectively when using ELF. Even when they do communicate and content may appear to be grammatically correct, its efficacy may be muted, inhibiting audience comprehension and other consequential actions. The research noted that certain linguistic elements were over-represented, which could potentially inhibit communication and comprehension. The resolution is not necessarily drastic and could only deliver wider benefits where implemented.Recommendations include closer attention is made concerning linguistic construction, broader additional research is conducted into the global phenomena and the possible creation of an operational framework to assist deployment of ELF-friendly textual communications, especially within the PR/marketing field.
4
Rixer, Johanna. "KISSing and other strategies for successful communication : A case study on communication between Nordic and Chinese business people using English as a lingua franca." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45424.
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This is a case study on the communication between Nordic and Chinese business people using English as a lingua franca in their business communication. The aim of this paper is to establish if misunderstandings in communication occur between Chinese and Nordic language speakers (Finnish and Swedish) in a business environment and, if they do, what the nature of these misunderstandings is. In this paper, recorded conversations are analysed to establish if there are misunderstandings between the parties. The recordings were made at a global industrial company in Sweden and in China. Interviews with the participants were also carried out in order to establish their own ideas concerning the communication flow and to find out if the participants are themselves aware of using any particular communication strategies when interacting with one another. The results of the case study show that there were some misunderstandings in the communication between Nordic and Chinese business people; however, there were not any particularly serious misunderstandings with respect to the company’s business aims and objectives. The results indicate that the parties use communication strategies to enhance their messages and to determine if a message has been conveyed successfully. The strategies that were commonly used were confirmations in the form of follow-up questions and speaking slowly. Written or non-verbal communication were found to be used as a supplement to verbal communication. A strategy that the participants themselves noted as successful was keeping their messages short and simple. This is also known as the KISS-principle. The result of the study indicates potential misunderstandings caused by the Chinese using Yes as an act of active listening rather than agreement and it is suggested that an awareness of this cultural difference may help improve the intercultural communication between the parties.
5
Canbolat, Nilay. "Investigating Elt Instructors." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.
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This study aims at finding out instructors&rsquoperceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
6
Yip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.
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7
Canbolat, Nilay. "Integrating Elt Instructors'." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615742/index.pdf.
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This study aims at finding out instructors&rsquoperceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integrated with ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
8
Aylward, Louise. "Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.
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9
Hagos, Tewelde Ghebreyohannes. "Teachers' responses to an innovation in ELT methodology in Eritrea." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324029.
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10
Kuchah, Kuchah. "Context-appropriate ELT pedagogy : an investigation in Cameroonian Primary schools." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58585/.
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Over the last two decades, many ELT professionals and researchers have called for contextually appropriate forms of ELT pedagogy to be developed, arguing that the dominant discourse on ELT methodology, as promoted by local Ministry of Education (MoE) policy makers around the world, has been largely generated in ideal (North) contexts and so does not reflect the challenging realities of the majority of language teaching and learning contexts in which they are being imposed. Despite these calls, there has been very little research that shows how contextually appropriate ELT pedagogies can be developed. To fill this gap, there is a need for research that develops from the bottom-up by relying on input from teachers and learners who constitute the major stakeholders in the teaching and learning process. This study, therefore, set out to investigate students' and teachers' perspectives regarding what counted as good and appropriate English language teaching in two English medium primary school contexts in Cameroon. To achieve this, data was collected through classroom observation, friendship group interviews with children and stimulated recall with teachers from six English medium primary schools from Yaounde and Buea. A further two-day workshop group discussion based on videoed lessons from the six classrooms was organised with 30 teachers in both research sites. The findings of this study revealed that teachers and students possess shared, but also - in some respects - divergent notions of good/appropriate ELT pedagogy which are largely different from MoE enforced methodological procedure, and it is these notions - rather than what the Ministry says - that have the biggest impact on their experiences and practices. The study also revealed that, in exploring insights into their, as well as students’ perspectives on good teaching, teachers in the workshops were able to develop new ideas about appropriate teaching which took on board ideas from children’s perspectives as well as successful practices from the videoed lessons of their colleagues. These findings highlight the potential contribution of a bottom-up research approach to teacher development which takes account of context in the process of generating and disseminating good practice.
11
Hague, Elizabeth. "The role of gesture in British ELT in a university setting." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314024.
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12
Frederiksen, Diana. "BELF in the workplace: a linguistic ethnographic study : An observation of English as a lingua franca used by employees at a Swedish company." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113418.
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This paper was aimed at researching the use of English as a lingua franca (ELF) in a business context by the use of linguistic ethnography (LE). Previous research has been primarily either survey- or interview-based or strictly qualitative in its investigation. Using shadowing observations of three employees at a Swedish multinational company and subsequently interviewing the participants about their use of Business English as a lingua franca (BELF), the present study set out to investigate for what kinds of functions and how often these employees use English on an everyday basis. English was shown to be the default language of the multinational company and the findings suggest that employees’ use of language is not only determined by the nature of their work and the business setting, but also by their personal backgrounds. Their education, upbringing, and social experiences since moving to Sweden have come to shape their language use at work and in everyday life. Moreover, there could be subsequent implications for them not only in work-related functions and activities at the company but also in their integration and immersion in Swedish society. Using LE to investigate language choice and use in a corporate setting allows for a more nuanced collection of data, providing a context to linguistic research.
13
Noseworthy, Elizabeth Jessie Carleton University Dissertation Linguistics and Applied Language Studies. "English in Mexico: EFL teachers' perceptions of the value, the threat and ELT." Ottawa, 1995.
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14
Liu, J. "Native-speakerism in ELT : a case study of English language education in China." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3021409/.
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Native-speakerism, an established chauvinistic ideology in the realm of English language teaching (ELT), has been encountering academic and institutional challenges in the past few decades. However, it remains underexplored whether - if so, to what extent - English as a foreign language (EFL) education in China is still affected by this ideology. This study adopts Critical Discourse analysis (CDA), particularly its discourse-historical approach (DHA) as a theoretical guideline to explore this issue by investigating the attitudes of three categories of Chinese ELT stakeholders - students, teachers and administrators - toward Native-speakerism in four interrelated thematic dimensions of ELT to do with teachers, English language varieties, cultural orientations and teaching approaches respectively. Data were collected through questionnaire surveys and interviews from 817 non-English-major undergraduate students in different disciplinary areas, 68 College English (CE) teachers and eight CE program directors of six universities in a province located in North China. Data analysis indicates that the three participant groups, as an entirety, granted a prestigious status to native English speaker teachers (NESTs), particularly Anglo-American Caucasians, Inner Circle English, Inner Circle culture and teaching approaches rooted in Inner Circle countries, inter alia, the communicative language teaching (CLT) approach. Meanwhile, most of the participants expected White NESTs for classroom teaching and upheld Inner Circle English as the learning/teaching target. Although expressing the desire to incorporate into ELT Outer and Expanding Circle cultures, especially traditional Chinese culture, and the conventional teacher-centered teaching approach of China, the participants took them merely as a supplement to Inner Circle culture and CLT. Furthermore, they asserted that offering higher salaries and greater respects to NESTs is not discriminatory, as is prioritizing Inner Circle linguaculture over its Outer and Expanding Circle counterparts. It was also felt that promoting CLT entails no prejudice against the traditional education culture of China. The reasons that most of the participants stated for their endorsing the nativeness principle in these four dimensions of ELT resonate with the conventional Native-speakerist ideology that valorizes Inner Circle English and the education culture of the English speaking West. In addition to these shared standpoints, some inter-group differences were located among the participants. All these findings are indicative of a strong pro-nativeness mentality among the three participant groups, elucidating therefore that EFL education in China is still affected severely by Native-speakerism. Also represented in these findings are the lingering effects of the imbalanced historical-present relations between China and Inner Circle countries as well as the concomitant pro-nativeness ELT policies of China. While exposing the ideological terrain of China's EFL education, this study has implications for relevant future research and for those who are engaged in ELT to take measures to resist Native-speakerism.
15
O'Sullivan, Margo. "The development of effective INSET strategies for unqualified and underqualified primary teachers in Namibia : an action research approach." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297943.
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16
Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.
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17
Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.
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This qualitative study aims to address the current understanding of English language
assessment of both the teachers and students in the secondary schools in Bangladesh. The
study conducted semi-structured interviews with six English teachers and focus group
interviews with two groups of students in two different secondary schools and these interview
responses were compared to probe the related understandings and experiences of both the
teachers and the students.
These findings reveal that the present English assessment system in the secondary level in
Bangladesh does not reflect a balanced development of all the language skills of the learners
and there are inconsistencies between the stated objectives of teaching English and the actual
teaching methods in the language teaching in the secondary schools in Bangladesh. Though
summative assessment is still dominating, the practice of formative assessment is slowly
developing.
The study indicates that there has been a gradual shift in the assessment process and the
teachers were trying to use individual assessment strategies to motivate the students’
learning. Both the teachers and the students in the study emphasised that current assessment
is mainly based on reading and writing. However, for overall development of language skills,
the secondary English language curriculum may need to be redesigned so that all the four
skills are able to be included in the assessment system. Better opportunities for training to
develop teachers’ effectiveness and their knowledge of learners should be considered also.
18
Yeung, Cheuk-yu, and 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.
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It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
19
Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.
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20
Lin, Dai. "Culture teaching in ELT : a study of a culture-based course in undergraduate English programmes in China." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/50658/.
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This research is designed to investigate the treatment of culture in education policies, teachers’ beliefs and the current practices of culture teaching in undergraduate English programmes in China, with a particular focus on the teaching of the culture-based course A General Survey of English-speaking Countries. This qualitative research involves documentation, interview and classroom observation as the main methodological tools for data collection. The National Curriculum for English Majors is analysed to find out how culture is treated in ELT education policies. 10 teachers from 10 higher institutions in Shanghai, China were interviewed and two individual case studies were carried out using interview and classroom observation data and other supplementary data. A model of multi-layered analysis is adopted. Through the triangulation of various methods and data sources, policy-making at the macro-level is linked to teachers’ perceptions of culture-teaching, then to their classroom practices at the micro-level. In this way analysis, description and explanation of how culture is being taught in English language programmes in China are provided. The findings of the current study suggest that: 1) the national guidelines for undergraduate English programmes have a clear intention for a strong commitment to promote students’ cultural understanding and intercultural communicative skills, but the impractical curricular policies can become potential constraints to the teaching of culture. In the process of interpretation, institutions and departments are not playing a sufficient part in curriculum and syllabus design and development, and teaching in the classroom is often without clear guidelines; 2) Teachers are increasingly aware of the dynamic and variable nature of culture, which academia strongly suggest should be incorporated into its teaching. However, concerning target cultures in ELT, teachers are predisposed to British and American cultures. They have encountered a series of challenges such as an overloaded syllabus, the overwhelming task of preparation, fear of lacking overseas experience and knowledge, lack of institutional support and relevant training, students’ lack of motivation and large classes. These challenges can be attributed to two major factors: the complex nature of culture teaching and the low status of culture-based courses in language programmes; 3) Teachers’ attitudes, beliefs and their cultural experiences have impact on their pedagogical choices. There are shared patterns as well as variations in teachers’ pedagogical approaches. The actual classroom practices are mostly teacher-centred and involve merely transfer of knowledge centred on the surface level of cultural knowledge. The cultures of the UK and the US are considered to be representative of the target cultures and dominate the content in teaching. In addition, the integration of culture and language in the classroom practices manifests itself in different ways. In one approach, language instruction is frequently inserted into teaching as it is considered to be one aspect of culture teaching. In another, and more common approach when culture teaching is equated with imparting cultural knowledge, teachers often give up English as the sole medium of instruction and make use of Chinese as a support for culture teaching. Furthermore, Chinese culture is also integrated to enhance cross-cultural comparisons and make culture teaching more efficient. The research findings have a number of implications for further study, as well as tentative suggestions for curriculum design and implementation, teacher education and teaching practices. It is hoped that they will provide a new perspective on the complexity and intricacy of the matter of culture teaching.
21
Chen, Pei. "Perceptions regarding ELT at the tertiary level in mainland, China." Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636599.
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Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
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This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
23
Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.
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The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II.
In this evaluation study, the adapted version of Bellon and Handler&rsquos (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
24
Al, Swaidan Raneem Saleh Abdul Rahman. "Language and culture: representations of English-speaking cultures in 1st year secondary english language coursebooks in the Kingdom of Saudi Arabia." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/12081.
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Varga, Kate, and Ronja Cato. "A multimodal critical discourse analysis of Swedish teaching materials for English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.
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Education in the Swedish school system should aim to assist pupils in the development of fundamental values. This study investigates to what extent different groups of people are represented within two textbooks for English language teaching (ELT), produced in Sweden and commonly used in Swedish schools and how these representations correlate with the values indicated in the curriculum. Additionally, this study explores if textbooks designed for ELT can be adapted and used as a resource in the Arts classroom for multimodal representation analysis. The study used a multimodal critical discourse analysis with a social semiotic approach to address these questions, looking at the textbooks' textual and visual elements. The result is addressed both quantitatively and qualitatively and showed that, while women were shown in active roles, white men were overrepresented in both the visual and textual representations and people of colour of both genders were underrepresented. The results imply that ELT textbooks have some ways to go in order to meet the representation demands that the curriculum sets and that more research needs to address how to more accurately and frequently represent different groups of people within ELT teaching materials.
26
Vilches, MariÌa Luz C. "Process-oriented teacher training and the process trainer : a case study approach to the Philippines ELT (PELT) project." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274245.
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27
Mifsud, Maria. "The relationship of teachers' and students' motivation in ELT in Malta : a mixed methods study." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12983/.
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This thesis investigates the relationship between the motivation of secondary school teachers and students of English in Malta. The study involved 34 Form Four teachers of English and their 612 students (15 year-olds). A mixed methods research methodology, involving a survey and an interview study which complemented each other, was employed. The survey measured levels of teacher and student motivation and the relationship between them through questionnaires. Some of the teachers who had taken part in the survey were then interviewed about their motivation to teach and their perceptions of the relationship between this motivation and their students' motivation to learn. The results show that mainly two factors link the motivation of teachers and students of English. These are a good rapport between teachers and their students and high teacher efficacy. Both of these factors increase the motivation of the students and their teachers. Type of school and the students' attitudes toward Maltese speakers of English were also found to be influencing factors in the relationship between teacher and student motivation. Recommendations which stem from the study are that teachers should seek ways of professional self-improvement through support groups and Continual Professional Development courses. Other suggestions, both at the school level and the policy level, are put forward. These recommendations, if implemented, should improve teacher motivation which would in turn lead to improved student motivation as a positive relationship between the two has been established. The study is one of its kind in that it has established, for the first time, that an empirical link exists between teacher and student motivation.
28
Akcaoglu, Mete. "Exploring Technology Integration Approaches And Practices Of Preservice And In-service English Language Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609579/index.pdf.
Full textAbstract:
In this study, three aspects of technology integration in English Language Teaching within the context of private universities in Ankara, Turkey were investigated. Firstly, preservice and in-service teachers’
computer usage frequencies/types, computer competence levels, perceived barriers to technology integration and attitudes toward computers were explored. Then, factors (age, gender, work experience, institutional factors being preservice or in-service) that might potentially affect the findings of the first research question were examined. Finally, the educational value preservice and in-service teachers assigned to technology usage in their language teaching practices and their ideas on effective technology integration were scrutinized. In order to reach aforementioned goals, both qualitative and quantitative data were collected with the help of a questionnaire and semi-structured face-to-face interviews. The institutions sampled in this study were all private universities, the infrastructure of which varied drastically. A total of 182 questionnaires collected from the teachers (in-service N=120, preservice N=62), as well as eight in-service and four preservice teachers were interviewed. The findings indicated that teachers used computers at their schools at limited frequency. It was also found that they indicated high levels of instructional computer usage outside the school and technology competence. It was also seen that age, gender and the institutions the teachers worked at affected their technology usage and competence levels. As for the educational value assigned to technology usage in their language teaching, the teachers indicated that technology would help make their lessons more student centered. However, the teachers mainly mentioned using technology as teacher tools rather student tools which help foster higher order thinking skills and learner autonomy. Keeping the usage statistics in mind, it was concluded that the schools, even though all of them were private, lacked computer infrastructure to the point that the teachers had difficulty even to use computers for their personal purposes. It was also concluded that the schools in Turkey were still at the stage of fighting with first-order barriers, even at private institutions, indicating that a vision towards technology integration lacks. As for the educational value assigned to computer usage in ELT, it was concluded that institutional barriers were more of a concern for the teachers as they did not have a chance to delve into actual instructional usage and the ICT courses at college were not preparing the teachers for effective technology integration due to lack of proper training activities.
29
Eret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.
Full textAbstract:
ABSTRACT
PROSPECTIVE ENGLISH TEACHERS&rsquoVIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.
30
Mansory, Mazin. "EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.
Full textAbstract:
State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both continuous and summative assessment practices, but also teachers’ understandings of and attitudes towards assessment and their roles in it. Findings will also include how teachers perceive this role in this interpretive study, where the data were collected using open-ended interviews with twenty male and female expatriate and Saudi EFL teachers who work in the ELI of a specific Saudi university. The data were analysed on the basis of participants’ views and explanations about their roles in both continuous and summative assessment in the institution. The findings revealed that teachers had no role in summative assessment unless they were members of the Assessment Committee and that most teachers wanted to have a voice and be more involved. While teachers had a limited role in continuous assessment in the classroom, they felt the need for more involvement in the choice of materials/topics employed as well as more freedom regarding the way it is administered. The study also revealed that the ELI was not well receptive of criticism from teachers, which made teachers sometimes reluctant to being more involved in assessment or voicing their views in fear of being labelled negatively. Finally, some contributions to knowledge, implications for the context and recommendations are provided as well as some suggestions for improving teachers’ roles in assessment for future consideration.
31
Rees, Geraint Paul. "A Phraseological multi-discipline approach to vocabulary selection for English for academic purposes." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/543839.
Full textAbstract:
This study is motivated by concerns about the adequacy of current corpus-based methods for the selection of vocabulary in studies of English for Academic Purposes (EAP) lexis. It is hypothesised that lists of general-academic vocabulary cannot reflect differences in word meaning between disciplines, and furthermore, that discrete-item wordlists cannot account for the role of context in conditioning meaning. The relatively recent turn towards discipline-specific lists of phrases represents a positive development in this regard. However, its impact is limited by the methods of phrase extraction typically employed.
These beliefs are tested via an innovative corpus-based experiment which compares the syntagmatic patterns of frequently occurring verbs in a corpus of research articles from the disciplines of history, microbiology, and management studies. The results demonstrate that, in many cases, the prototypical meaning of a given verb varies according to the discipline it is found in. Moreover, in order to fully appreciate these differences, a means of phrase extraction which accounts for both syntactic and semantic concerns is necessary.
In addition to the methodological contribution represented by the experimental procedure, the study demonstrates how approaches to language which might be termed phraseological provide plausible explanations for many of the differences in verb behaviour observed in the corpus. From a practical perspective, the combination of the findings with best practice in EAP pedagogy and lexicography allows the creation of guidelines for, and an illustrative example of, useful lexicographical resources for the EAP community.
32
Wu, King-lok Michael. "A study of the design of ELT textbooks used in Hong Kong secondary schools to what extent are concepts of learner autonomy incorporated into them? /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31648162.
Full text
33
Warrington, Stuart David. "Exploring the construal of membership in English language teachers' associations : a window into professional identity through Japanese voices." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16691.
Full textAbstract:
This doctoral dissertation aimed to explore English language teachers’ construal of membership in English language teachers’ (ELTs’) associations. The study initially examined teachers’ perceptions of membership via an examination of their experience of it – why they become or do not become a member, and/or why they continue or forfeit membership. Thereafter, teachers’ perceptions on what membership says about professionalism were probed as well as what the meanings of membership are to them. Data were obtained using face-to-face semi-structured interviews with eight Japanese English language teachers working at universities in the Kanto and Hokuriku regions of Japan. The findings showed that, experience-wise, teachers become members because they either perceive membership as an occupational norm, a means to gain employment or a way to access CPD. Conversely, teachers do not become members for reasons of being occupied with work, avoiding unwanted responsibility, being able to access the same benefits and/or lacking confidence. Teachers who continue their membership(s) do so because of CPD, feeling unable to leave, and/or because of the financial support provided by their universities. In contrast, teachers who forfeit membership do so because membership fees are too high and/or because they are too busy with work. In terms of what membership says about professionalism, teachers perceived it as not only a marker of professionalism but also, paradoxically, a counter-collegial practice. As for the meanings of membership to participants, it was seen as something giving rise to a fragmented professional self and the feeling of one being either ‘an insider’ and/or ‘outsider’ within an association. These findings, it is argued, point to membership being more for professionalization rather than professionalism purposes, seemingly as a result of the emerging forces of managerialism and neo-liberalism which appear to have created an atmosphere of accountability and competition rather than camaraderie in Japan-based ELTs’ associations. This, in turn, has led the Japanese ELT practitioner, at least at the university level, to become complicit in the creation of a fragmented/hybrid professional self composed of clashing multiple identities where one is rendered ambivalent and uncertain yet somehow able to adapt and cope. This professional self says much about the need for ELTs’ associations in Japan and perhaps elsewhere to engage in a critical discussion of what counts as ‘professionalism’ by raising and attending to the importance of member voice.
34
Thom, Nguyen Xuan, and n/a. "In search of possible solutions to the increase of ELT effectiveness and efficiency for junior secondary schools in rural Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.132457.
Full textAbstract:
Vietnam is a country with more than 80 percent of the population
living in the countryside. Rural education is, therefore, of vital
importance to Vietnamese education; and ELT effectiveness and
efficiency in junior secondary schools in rural Vietnam is a
problem of worthwhile attention.
This study, being a pilot one, limits itself to seeking solutions to the
increase of ELT effectiveness and efficiency in terms of syllabus
design, textbook revision and teacher development. The study
contains 5 chapters and a conclusion.
Chapter 1 deals with the general background of the study, schooling
and educational philosophies in Vietnam. In this chapter, special
attention is given to the role of foreign language teaching and
learning in Vietnamese schools. In addition, educational
philosophies in Vietnam are discussed as the philosophical and
legal basis for any implementation of FLT and ELT innovations in
junior secondary schools in rural Vietnam.
Chapter 2 deals with input studies and some models of language
teaching and learning that appeared in the last two decades. In this
chapter, special emphasis is laid on studies which explain how
input is transformed into intake and on the models of teaching and
learning that may be applied to the teaching and learning of
English in the context of rural Vietnam.
Chapter 3 deals with language teaching methods as the neverending
search for teaching effectiveness and efficiency. In this
chapter, based on the understanding of such concepts as
effectiveness and efficiency, language teaching methods are
presented as a means to an end, not as an end in itself. Thus, the
selection and use of a method depends completely on the goal set
for the process of language teaching and learning. When the goal
changes, the method will change accordingly.
Chapter 4 deals with the actual FLT and ELT situation in rural
junior secondary schools in Vietnam. This chapter includes the
results of surveys on teacher quality and a critical look at the
implementation of the communicative approach in language
teaching in the current textbooks in use in junior secondary
schools The background of rural students is discussed to clarify the
context of the learners in question.
In chapter 5, based on the theoretical findings in chapters 2 and 3
and on the actual ELT situation mentioned in chapter 4, possible
solutions to the increase of ELT effectiveness and efficiency are
proposed. These solutions are concerned with syllabus design,
textbook revision and teacher development.
The study closes with a conclusion which relates solutions to ELT
effectiveness and efficiency to the general solutions to teaching
effectiveness and efficiency mentioned at a number of workshops
held in Vietnam recently.
35
Nelson, Michael Bernard. "Corpus-based study of the lexis of business English and business English teaching materials." Thesis, University of Manchester, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488069.
Full textAbstract:
This thesis addresses two fundamental issues regarding lexis in the Business English environment. It firstly asks whether the lexis of Business English is significantly different from that of 'everyday' general English, and secondly, if the lexis found in Business English published materials is significantly different from that found in real-life business. In order to test these hypotheses two corpora were created to form the basis of the analysis: the Published Materials Corpus (PMC) consisting of 33 published Business English course and resource books at 590,000 running words and the Business English Corpus (BEC) at, 1,023,000 running words divided between spoken (44%) and written (56%) texts. The BNC Sampler corpus was used as reference corpus. These three corpora were then able to be lexically compared by using WordSmith 3 (Scott 1999) using statistically-based key words. The results of these analyses showed that it was possible to define the world of business lexis, and also how it was lexically separated from general English by placing the words into a limited group of semantic categories. These categories were found to recur across word class boundaries and showed a lexical world of business bounded by its people, institutions, activities, events and entities, The boundary limits of business lexis were placed by the non-business lexis of the negative key words and the semantic groups they formed. Representative words from each of the main semantic groups were chosen for further study to see how they behaved both semantically and grammatically. Louw's (1993) concept of semantic prosody was used to determine how Business English words associated with certain semantic groups, and Firth's (1957) and Hoey's (1997) idea of colligation was used to show which grammatical patterns the words typically formed themselves into. Results of these secondary analyses of the BEC showed that whilst some business lexis associates with semantic groups unique to itself, most lexis is formed into patterns of interrelated semantic groups which regularly co-occur with each other. Additionally, there was evidence to suggest that words form associations to some semantic groups when in the business environment, and others when out of it. In the business setting, the meaning potential of words was found to be reduced and this had consequences both semantically and grammatically. Fewer meanings were used than in general English - and, as grammatical patterning and meaning were found to be co-dependent, restricted meaning led to area-specific and restricted grammatical patterning. The same analytical methods were used in the analysis of the PMC and it was compared both to the BNC, to see how published materials differ from general English, and to the BEC, to see how two corpora, both purporting to be Business English, differed from each other. Where the BEC could be seen to show a limited and specialist lexis, the PMC was even more limited. The lexical world of business presented by the materials showed a stress on personal and interpersonal contact, and a focus on a limited number of business activities, notably entertaining, travel, meetings and presentations. There was less reference to states and qualities, and the lexis in the PMC concentrated even more than the BEC on tangible, concrete items
36
Al-Ramahi, Asem Sulaiman Mohamed Said. "English for Industrial Security (EIS) : a potential model for organization employees' purposes : implications for ELT in Saudi Aramco, Saudi Arabia." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/8227.
Full textAbstract:
This case study investigates the feasibility of implementing the English for Industrial Security (EIS) model for wider employees’ English teaching purposes in Saudi Aramco, a world oil company based in Saudi Arabia. A sample of 160 subjects (learners, teachers and administrators) participated in this study. A triangulation technique including documentation, questionnaire and interview was implemented for data collection. A 5-point Likert scale questionnaire was applied to survey the subjects’ satisfaction with the EIS model’s characteristics while a semi-structured interview was conducted to explore the participants’ views and perceptions of the EIS model. Organizational documentation was examined to explore the relation between the learners’ English background, their job language needs and their EIS course performance and interconnect these variables with the EIS impact on learners. Questionnaire analysis indicated a high rate of participants’ agreement with most of the EIS model’s features. However, a considerable range of subjects’ unfavorable attitude, less agreement and criticism of most of the EIS model’s features were highlighted by the interviews. Nevertheless, EIS course graduates’ performance has been generally satisfactory on tests and in classrooms as highlighted by analysis despite the fact that most graduates disagreed with a number of the EIS features and practices. Findings ensured that the subjects’ dissatisfaction with the EIS model underlined that EIS was designed with organizational drives rather than with inclusive ESP pedagogical conceptions. Concerns regarding generalizing the EIS model in its current configuration to the organization’s employees were highlighted and evaluated within that perspective. Conclusions identified that although EIS was basically a skill-centered course intended as ESP, its delivery highlighted features that may not ultimately constitute an ESP model in accordance with reviewed ESP literature characteristics and best practices. Implementing the current EIS model might bear unintended pedagogical outcomes on learners, instructors and on the workplace, as well. EIS seems to have partially addressed some of the learners’ ESP needs, but its other features have brought it to camp close to previous and current General English teaching programs that have not been able to satisfy the Industrial Security personnel’s English language needs at Saudi Aramco. Recommendations propose comprehensive revision to the current EIS model for more practical usage to Industrial Security purposes and to larger organizational and regional population ESP applications and to future training strategies. This case study will remain available to those interested in ESP improvement locally and regionally in order to contribute to enlightening future ELT related research.
37
Degerman, Ylva, and Sara Sävhage. "In what ways does the ELT coursebook ECHO 6 fulfill the communicative aspects of the Swedish curriculum for English 6?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33409.
Full textAbstract:
In this essay, the published ELT coursebook ECHO 6 is critically examined. The focus of the examination is the communicative opportunities within ECHO 6. These opportunities are analyzed and concretized with help from the Swedish Curriculum for English 6. In the results section, the communicative opportunities within five selected chapters are explored in depth. Later, these chapters are discussed and contrasted with relevant literature about English teaching in general as well as communicative language teaching. Our conclusion is that ECHO 6 does provide students with several opportunities to communicate and develop communicative skills in English. However, there are essential parts missing in order for the textbook to be completely communicative. Key words: Language teaching, ECHO 6, communication, communicative language teaching (CLT), students, teacher, language skills and language systems.
38
Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.
Full textAbstract:
This study attempts to investigate the teaching of written English in Vietnam
with special attention to the main problems encountered by teachers of
English at the main language institutions in the light of the literature and
practices in general ELT.
The first chapter is the introduction of the study. It covers the aim and scope
to be achieved in the study, and explains the sources of data to be used for
the study. Terminology of some phrases and abbreviations for convenient use
are also given.
Chapter 2 focuses on general ELT developments. Major trends in ELT and
their practices are brought into discussion. Then in the light of the literature
in ELT, the teaching of writing is taken into consideration. Being an
important component in ELT, the teaching of writing has to satisfy this need
of learners - the need for effective communication - without overlooking
correctness, accuracy and other features of good writing. However, there is
no single approach that can provide a perfect answer to all the learners'
problems.
Chapter 3 discusses the teaching and learning situation in Vietnam in three
stages from 1959 to 1986. It is made clear that the situation is not satisfactory
due to the methods, techniques, materials and the quality of teachers. Then
special investigation is made into the writing area. It is discovered that
complex writing is avoided because of the teachers' low standard and their
methods and techniques in teaching written English. Improvement courses
have been held, but they did not include writing programmes for teachers.
Chapter 4 analyses the main problems affecting the teaching of writing in
Vietnam, such as teachers' unawareness of language appropriateness and
correctness, their difficulty at discourse level and lack of cultural knowledge.
Teachers' misconceptions about errors and lack of methods and techniques in
dealing with errors also result in ineffective teaching.
In Chapter 5 some recommendations are made for teaching writing to
inservice teachers in the upgrading course. They focus on the methods and
techniques to be used in such a writing course. Some techniques for
composition correction are also suggested. Unfortunately, there is no single
book that is ideal for such a course. A selection of current writing
coursebooks is given in the hope that teachers will find material to suit the
needs of their students in them. The last recommendations are for teaching
academic writing which involves more sophisticated skills than writing on
general topics.
Finally the writer makes some comments on her own work and suggests
further research into the writing area.
39
Bissett, Andrew Keith. "The business of English universities : business models and curriculum." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/19357/.
Full textAbstract:
In some highly publicised cases in English universities well-established disciplines and departments are under threat of closure for financial reasons. The higher education curriculum in England appears to be increasingly shaped by financial pressures. This study argues that universities are tending to be run as businesses, and its central aim is to reveal the business models within. These can be a useful 'lens' through which to view developments in higher education. An overview of the historical development of the curriculum in English universities is presented. The literature on business models and on higher education curriculum change is examined, and a relationship between these two dimensions is developed. In order to discern the business models a qualitative analysis of twenty English university strategic plans is performed using Ritchie & Spencer's (1994) 'Framework' methodology. Two new business models that have explanatory power in the university context are identified, along with two other 'standard' models that are also apparent. These four models might provide a general template that can be used to assess and understand university operation. Some consequences of the business models are discussed. The inquiry questions the possible future direction of higher education in England in the light of these consequences.
40
Chiorean, Victor Emanuel. "Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in Sweden." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125589.
Full textAbstract:
As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.
41
Ortakoyluoglu, (kucukavsar) Hale. "A Comparison Of Professional Qualities Of Two Groups Of Prospective English Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605437/index.pdf.
Full textAbstract:
The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquoLanguage and Awareness&rdquo
domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo
perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.
42
Aras, Sevsin Sinem. "The Effect Of An Extended Teacher Wait Time On The Participation Of Students In Primary Elt Classes." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608332/index.pdf.
Full textAbstract:
This study aimed at investigating the effect of an extended teacher wait time on student participation in primary school context. The main purpose of the study was to inquire whether primary level students would participate in the lesson more when they are given extended wait time after questions than those lessons in which they received average wait time. Students&rsquoattitudes towards receiving extended wait time and teachers&rsquo
opinions about and experiences in applying it were also explored. For this purpose, two fifth grade classes at ihsan Dogramaci Foundation Bilkent Primary School participated in the study. Pre-test and post-test results and first part of the teacher and student questionnaires provided the quantitative data of the study. The qualitative data came from the second part of the questionnaires that were given to the teachers and the students. The analysis of the quantitative data indicated that students who received extended wait time participated in the lesson more than the students who received average wait time. Analysis of the results of student questionnaire indicated that the students were aware of the positive outcomes of being allowed extended wait time. The results of the teacher questionnaire showed that although extending wait time strategy and its outcomes are known by the teachers, it is not widely used in the classrooms.
43
Kostoulas, Achilleas. "A complex systems perspective on English language teaching : a case study of a language school in Greece." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/a-complex-systems-perspective-on-english-language-teaching-a-case-study-of-a-language-school-in-greece(eb08c3b6-8d92-47fe-996f-05f4da06f05f).html.
Full textAbstract:
This thesis is a complexity-informed case study of a language school in Greece, which provides a rich description of how language pedagogy develops in the periphery of the English-using world. In addition, this study demonstrates the feasibility and potential of using Complex Systems Theory (CST) in the study of educational settings. The thesis begins by describing English Language Teaching (ELT) in Greece, thus setting the scene for the empirical investigation. This is followed by a review of ELT literature, with particular reference to theories of language, pedagogy and society, and by an overview of CST, which pragmatically synthesises complex realism and post-modern ways of knowing, and defines a set of principles to guide complexity-informed empirical inquiry. Having conceptualised the language school as a complex system, it is suggested that activity in the school was sustained by multiple intentionalities, i.e., collective, emergent, nested and generative drivers of activity. These included: (a) an imperative to provide certification to learners, (b) some learners’ desire to integrate in transnational discourse communities, (c) the expectation that language learning should lead to increased awareness of ‘English’ culture, (d) competition against the state school system, and (e) the unstated aim of protecting the professional interests of the school’s staff and stakeholders. Intentionalities were associated with specific pedagogical outcomes and cultural outlooks, and their synthesis is defined as a dynamic of intentions. Next, the thesis looks into the learning materials used at the language school, and it is suggested that these generate affordances which impacted pedagogy. The distribution of learning activities in the books was associated with synchronic and diachronic changes in the dynamics of intentions underpinning activity in the school. Complexity-inspired conceptual instruments, such as an ‘affordance landscape’ and ‘attractors’, are developed to describe the influence of the learning materials, and it is suggested that the learning resources used at the language school made transmissive and communicative pedagogy more likely. The empirical component of the study concludes by describing prototypical instruction sequences that typified ELT in the language school, which evidenced traces of transmissive and communicative pedagogy. Some sequences (e.g., Reading and Vocabulary, and Transmissive Grammar) evidenced transmissive influences, which were associated with local pedagogical traditions, whereas others, such as Process-Based Writing, were more closely aligned with the communicative ideology that is mainstream in ELT. The thesis concludes by synthesising the findings with insights from the CST literature. In doing so, it demonstrates the theoretically generative potential of a complexity-informed inquiry, which can help to formulate understandings of ELT that are sensitive to the interface between systems and their environments, while providing ontologically coherent accounts of structure and agency, and of behaviours that are neither completely random nor entirely predictable.
44
Alazemi, Abdullah. "Teaching of academic subjects in English and the challenges Kuwaiti students face." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/27997.
Full textAbstract:
This thesis explores students’ views concerning the current English as medium of instruction (EMI) policy at Kuwait’s two public higher education institutions, Kuwait University (KU) and the Public Authority for Applied Education and Training (PAAET). In line with the exploratory nature of this study, an interpretivist and social constructivist epistemological stance was implemented to elicit and analyse students’ views and gain their insights on the current situation. The study employed a sequential mixed method design using quantitative (questionnaire) and qualitative (focus groups, semi-structured interviews and semi-structured observations) methods to present a holistic picture. The number of the participants were 12 for the focus groups, 100 for the questionnaire, 11 for the in-depth interviews and 10 teaching sessions were observed. Descriptive statistics were calculated for the quantitative strand data and thematic analysis was used for the qualitative data. The study revealed that although most participants preferred to learn through English, the current EMI policy raised many concerns. These related to students having to endure an ‘extra burden’ and the additional effort needed to study a subject being taught in a language that was not their mother tongue. The students expressed the view that this resulted in them being unable to gain a deep knowledge of the subject and not attain high grades which then affected their career prospects. These issues arose due to the students not being sufficiently competent in the use of English at the high level expected for degree level work. Students also expressed concerns relating to EMI policy effects on Arab identity and on the use of Arabic as a language of science and academia. Students would prefer a policy that promoted the use of both Arabic and English in their courses which would enable them to benefit from developing their understanding of both languages. The thesis concludes by presenting a recommendation to modify the medium of instruction policy such that it incorporates both English and Arabic. These recommendations have implications for policymakers, teachers and students.
45
Iftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.
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Wu, King-lok Michael, and 胡敬諾. "A study of the design of ELT textbooks used in Hong Kong secondary schools: to what extent are concepts oflearner autonomy incorporated into them?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31648162.
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Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.
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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.
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Kong, Po-ping, and 江保平. "An evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207133.
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This study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Martins, Maria da Conceição de Barros. "Adapting the 12th Grade Cape Verdean English Syllabus to develop the Speaking Skill." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/10242.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teaching English as a Second/Foreign LanguageEste trabalho de projecto preocupa-se com a adaptação do programa de 12º ano de língua Inglesa de Cabo Verde com o objectivo de desenvolver nos alunos a habilidade de falar Inglês. Assim, propõe a criação de um programa suplementar ao programa existente focado essencialmente na oralidade (fala), enfatizando o seu desenvolvimento nas turmas do 12º ano em Cabo Verde. Em primeiro lugar, define o programa e mostra a sua importância no processo de ensino/aprendizagem. Em seguida, descreve o desenvolvimento da oralidade (fala) nas aulas de Inglês como língua estrangeira de uma forma geral, assim como nas aulas de Inglês como língua estrangeira no contexto Cabo-verdiano e o papel da oralidade (fala) dentro do programa de língua Inglesa de 12º ano em Cabo Verde. Ainda descreve o programa suplementar criado como forma de complementar o programa de 12º ano existente em Cabo Verde, apresenta os resultados e as análises dos questionários aplicados aos professores de Inglês e seus respectivos alunos de 12º ano em Cabo Verde a cerca da implementação do programa suplementar através das aulas conduzidas nas turmas de 12º ano baseadas no referido programa e por fim, apresenta as conclusões e as recomendações.
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Meadows, Bryan Hall. "NATIONALISM AND LANGUAGE LEARNING AT THE US/MEXICO BORDER: AN ETHNOGRAPHICALLY-SENSITIVE CRITICAL DISCOURSE ANALYSIS OF THE REPRODUCTION OF NATION, POWER, AND PRIVILEGE IN AN ENGLISH LANGUAGE CLASSROOM." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194033.
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This study investigates how the relationship between nationalism and language learning is manifested in discourse at an English language classroom facilitated in Nogales Sonora along the Mexico/US border. Employing ethnographically-sensitive critical discourse analysis, this study contributes to the fields of English Language Teaching (ELT), Border Studies, and Nationalism Studies by introducing three analytical terms that provide a means to document the social construction of nation-states (termed herein as imagined national communities of practice). The three terms are (1) nationalist practices, which refers to social practice that presupposes nationalist principles, (2) nationalist border practices, which refers to discerning self/other along nationalist lines, and (3) nationalist standard practices, which refers to the articulation of nationalist standards of language and subjectivity. The students attending the class under analysis comprise a unique population in that they are adults who occupy positions of economic and social privilege in the Nogales Sonora community because of their management-level employment at maquila factories. Reflecting their status, the students are invested in nationalist practices of border and standard in order to align themselves with nation-state institutions and to distance themselves from cultural and linguistic liminality (e.g., Mexican-American, paisano, code-switching, and Spanglish) characteristic of border regions. The classroom under observation upheld nationalist borders and standards, with important consequences. First, nationalist notions of border led classroom participants to disavow the bilingual language use that was clearly necessary for successful classroom operations, despite an English immersion classroom policy. Second, nationalist practices established the local classroom space as indexically linked to an imagined American community of practice, understood by students to be authentically monolingual, monocultural, and distinct from Mexico. Association with--but not full incorporation into--this particular understanding of the American nation-state is advantageous to students for maintaining their elevated social and economic positioning in the local Nogales Sonora community. Thus, this classroom serves as a site of nationalist border reproduction and the reinforcement of hierarchies of privilege. The study encourages teacher reflection on what nationalism can mean to formal language learning contexts and suggests directions for re-aligning classroom practice to approaches that embrace multilingual realities of language learning contexts.