Relevant bibliographies by topics / English as a second language (ESL), Study and teaching / Dissertations / Theses
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Dissertations / Theses on the topic 'English as a second language (ESL), Study and teaching'

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Published: 19 February 2023
Last updated: 20 February 2023

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1

Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.
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2

Harris, Joel Christopher. "The teaching of implicature to ESL learners." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1095.

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3

Frewin, Robert Duncan. "Ideation in ESL EAP teaching." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.

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Ideation, the selection and arrangement of information to build a text, though a necessary skill for tertiary students, is not satisfactorily addressed in writing skills textbooks for English as a Second Language/English for Academic Purposes. To develop a pedagogical approach to ideation, teachers need a theory of language. The most fruitful theory is systemic-functional linguistics, but systemic-functional theory has not yet fully developed a theory of ideation. A related theory, Rhetorical Structure Theory, offers a useful tool to analyse ideation both in well formed model texts and, with slight modification, in not well formed student texts. With Rhetorical Structure Theory, the analyst can separate semantic value from syntax. The resulting analysis indicates with clarity certain problem areas in ideation which teachers need to address. Teachers are thus better equipped to devise teaching approaches to address ideation in the classroom.
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4

Nhlapo, Malefu. "A case study of a teacher's questions in an English Second Language (ESL) classroom." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003316.

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This research study seeks to explore and understand the way a Form C (the third year of high school) teacher asks questions in an English second language (ESL) classroom in a high school in Lesotho. As this is a small-scale study on a teacher’s questions in a familiar setting, an ethnographic stance was adopted. The researcher adopted the role of non-participant observer, recorded three different lesson types and took observational notes. She transcribed the lessons and used the transcription to interview both the teacher and the students. The interviews were recorded and transcribed by the researcher. She then analysed the classroom and interview data and invited the teacher to respond to the analysis she had made. The interview was also recorded and transcribed. The findings indicated that the teacher asked most questions in the three lesson types. He asked mainly lower order question. However, the nature of the questions varied according to the intentions of the teacher, even when the lesson type was the same. Although it is difficult to generalize from a small-scale study like this one, it is believed that this study has been beneficial in raising awareness about the nature and role of questions in classroom interaction, and also in raising awareness of the teacher. Consciousness raising may be essential to educators and researchers. Moreover, this research may enable educators to theorize their practice. This research demonstrates the need for teacher development. It argues that knowledge should be linked with the skills. Therefore, it proposes the need for teacher education to include an explicit focus on questioning since questions are an integral part of teaching and learning. It further proposes the need for teachers to plan their questions carefully as good questioning strategies may facilitate learning. To my knowledge, existing research on teachers’ questions has not linked the cognitive, linguistic and pedagogic functions of teachers’ questions. This study draws from literature on these three areas while acknowledging the importance of taking into account contextual issues in analysing teachers’ questions. It therefore concludes that, content, curriculum, and the teacher’s intentions and his/her ideologies cannot be ignored in the study of a teacher’s questions.
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5

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

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6

Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.

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In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations. This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning. Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.
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7

Groot, Ingeborg. "The use of conjunctions in English as a second language (ESL) : students' oral narratives." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191106.

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This dissertation analyzes the production and functions of the conjunctions and, but, so, and then as discourse markers in English as a Second Language (ESL) students' oral narratives. Two types of narratives are analyzed: a non-guided, or spontaneous narrative, and a picture-guided-narrative. Narratives of forty three ESL students are included in the analysis as well as narratives from six native speakers.This study indicates that l) the ESL students attach a narrowly defined meaning to and, but, so, and then, 2) the ESL students use and, but, so, and then to link previous sentences or ideas. or refer back to ideas, less than for any other function, 3) the ESL students do not use a greater number of occurrences of and, but, so, and then in the picture-guided-narrative than in the non-guided-narrative, and 4) the ESL students misuse conjunctions in similar ways regardless of their native language (LI ); that is, although the influence from a student's Ll may result in specific problems of transfer, some patterns of conjunction errors are unrelated to the Ll and may be indicative of a more general problem.
Department of English
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8

Golder, Patricia Lynn. "Sentence combining and the ESL student." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/754.

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9

歐美恩 and Mei-yan Florence Au. "Investigating gender in students' English learning beliefs in an English as a second language (ESL) class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262050.

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10

So, Pui-kwan, and 蘇佩君. "The acquisition of English passives by Cantonese ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31571773.

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11

Lugoloobi-Nalunga, Maureen. "Teaching and learning English in a multilingual classroom : A study of code-switching in an EFL/ESL teaching/learning situation." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31682.

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This paper aims at finding out if code-switching is an asset or a problem in a multilingual classroom. The main goal of the study was to find out what impact code-switching into mother tongue has on L2 development and what learning/teaching situations induce the act of code-switching. Through classroom observation, interviews and a questionnaire data were collected and the main questions of the study answered.Previous research and the results from the present study show that code-switching is a natural phenomenon in L2 development and that code-switching has a positive impact on L2 development as it fulfils a significant number of functions in the classroom, including vocabulary and concept development, need for clarification and emphasis, provides a learning strategy for L2 acquisition, and generally helps students maintain and develop their L2.
Denna rapport syftar till att ta reda på om kodväxling är en tillgång eller ett problem i ett flerspråkigt klassrum. Syftet med studien var att ta reda på vilken effekt kodväxling till annat språk har på andraspråksutveckling och vilka lärande-/undervisningssituationer som framkallar kodväxling. Genom klassrumobservationer, intervjuer och ett frågeformulär samlades data in.Tidigare forskning och resultaten från denna studie visar att kodväxling är ett naturligt fenomen i andraspråksutveckling och att den har en positiv inverkan på språkutvecklingen, eftersom den fyller ett stort antal funktioner i klassrummet, inklusive ökning av ordförrådet och begreppsförståelsen, fungerar som hjälp när det som läraren säger behöver betonas eller förtydligas, lärandestrategi för andraspråksinlärning, och hjälper slutligen elever att underhålla och utveckla sitt andraspråk.
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12

Nadal-Ramos, Vigimaris. "Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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This study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.

Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.

Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.

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13

Wong, Hoi-wah Winnie, and 黃凱華. "The influence of Cantonese in the acquisition of English negation among Cantonese ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31963146.

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14

Shin, Somi. "Competence in communication for ESL/EFL speaking curriculum." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1962.

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This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.
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15

Bishop, Ryan M. (Ryan Marion). "Metaphor and the ESL Classroom." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500225/.

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This paper concentrates on the viability of using metaphor as a teaching tool in the English as a Second Language classroom. In doing so, a semantically-based theory of metaphor, like that presented by Lakoff and Johnson (1980), is employed as a base for the examination. Such a theory of metaphor presents a dramatic shift from theories, especially Aristotle's, of the past. The theory of metaphor proposed by Lakoff and Johnson contends that language is essentially metaphorical and that much of our 'commonsense' knowledge about the world is derived from interpretations of reality and is manifested in metaphors central to a culture and its language. If this theory is true, then it stands to reason that a student attempting to learn English as a Second Language could profit greatly from metaphor instruction because such instruction would aid all areas of the language acquisition process.
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Sulistyo, Dore Corr. "Error analysis as an introduction to interference in Indonesian ESL composition." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1661.

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An overview of the historical background of error analysis and interference issues, followed by a sample error analysis in a case study context. This investigation of errors is significant in bringing to light the impact on English student writing of the differnces between English versus the indirect nature of various levels of Indonesian.
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17

Quigley, June R. (June Richfield). "A Semantic Field Approach to Passive Vocabulary Acquisition for Advanced Second Language Learners." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500401/.

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Current ESL instructors and theorists agree that university students of ESL have a need for a large passive vocabulary. This research was undertaken to determine the effectiveness of a semantic field approach to passive vocabulary acquisition in comparison to a traditional approach. A quantitative analysis of the short-term and long-range results of each approach is presented. Future research and teaching implications are discussed. The outcome of the experimentation lends tentative support to a semantic field approach.
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18

Chan, Sui-ping, and 陳瑞冰. "Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015363.

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19

Somers, Rita Kathlyn. "The effect of error on the grading of ESL and native-speaker freshman writing: A comparison." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/812.

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20

Kauffman, Donna Carey. "The effects of a goal-oriented syllabus on college-bound English as a second language (ESL) students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10192006-115600/.

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21

Shipper-Cordaro, Paula (Paula C. ). "Characteristics of College Level ESL Administrators." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278215/.

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While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.
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22

Amburgey, Brent Harrison. "Informal Learning Choices of Japanese ESL Students in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.

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This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.
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23

Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.
Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.
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Chau, Hiu-wai, and 周曉慧. "Scaffolding students' oral presentation performance in junior ESL classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/b44383629.

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25

Humphreys, Pamela. "English Language Proficiency in Higher Education: Student Conceptualisations and Outcomes." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367494.

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In recent years, the growing number of students with English as an Additional Language (EAL) in higher education around the world - and specifically in traditional English-speaking contexts - has led to a focus on their English language proficiency (ELP). Much of the scholarly literature on the topic has drawn on expert opinions rather than the views of students themselves. Students have been treated as ‘objects of study’ rather than as ‘subjects of study’ in their own right. Student conceptualisations of ELP, which lie at the core of this thesis, are examined and analysed with respect to key variables in order to investigate whether there is any systematic variability in them, and then compared with measurable graduating outcomes. The study also compares student views with policy discourse and the theorisation of ELP in order to ascertain the degree of convergence, and to consider implications for policy and practice. In this way, the study aims to provide empirical evidence to progress what is known about the construct of ELP in the higher education context.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Science
Arts, Education and Law
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26

Guohua, Pan, and University of Lethbridge Faculty of Education. "Student and teacher perceptions of the authenticity, validity and experiential groundedness of English as a second language (ESL) evaluation : a program case study." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/87.

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This thesis explores and discusses the current practice of English as a Second Language (ESL) evaluation primarily in terms of validity, authenticity, and experiential groundedness. The researcher endeavours to apply theories of ESL evaluation to actual practice, analyzing the differences or harmonization between with regard to validity, authenticity, experiential groundedness and some other factors identified as being important in evaluation in language acquisition situations, particularly CRTs, NRTs, foramtive and summative evaluations. Ethnographic inquiry is used for obtaining data. A program case study, a technique of qualitative research, is used for this study. The purpose is to gather some genuine data from the interviewees which are real and revealing, thus enabling the researcher to gain particular insights relative to the aims of his study. The analysis aspires to give voice to interviewee's on ESL evaluation in terms of validity, authenticity, and experiential groundedness, along with other factors noted above. This report sets out to determine how or if validity, authenticity, and experiential groundedness, along with some other factors identified above, are integrated elements of an efficient and effective ESL evaluation. Such was found to ve the case and it was also found that these can be reinforced by guaranteeing that an evaluation targets its population closely, adopting real-life approaches and, establishing linkages between evaluation and prior knowledge and skills.
xi, 156 leaves ; 28 cm.
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Cheung, Oi-li Olivia, and 張靄妮. "How participation in the school play impact on the formation of English as a second language (ESL) speakers' identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178027.

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The present study investigates the impact of a school play on the identity formation of six English as a Second Language (ESL) learners attending a local EMI secondary school. Data pertaining to students’ perception of their participation in the school play was collected through semi-structured interviews and diary entries over a period of four months. The findings show all participants generally view the group experience and the social interaction in the school play community as the major factors boosting their sense of belonging and engagement with the community at large. A number of generally positive (and evolving) multiple identities have been identified in the study as a result of the of social, cultural and symbolic capital accumulated by acquiring the English speaking proficiency needed on the stage. However, there is a slight difference between participants who assume a more major role and those who take up a minor role in regard to their level of engagement in the school play. Some informants acknowledge the difficulty in gaining a legitimate membership in the school play. Nevertheless, the general findings all point to the view that the school play supports the participants in the process of becoming a member of an ESL Community of Practice.
published_or_final_version
Education
Master
Master of Education
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28

Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.

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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces. This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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Chan, Kit-wah, and 陳潔華. "An investigation of Hong Kong Chinese ESL learners' processing difficulty in the comprehension and production of relative clauses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31603312.

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Johnston, Graham Francis. "A survey of the perceptions of lecturers and English Second Language students regarding ESL students' language-related problems at Technikon Natal." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003673.

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The shortage of manpower in South Africa with technological skills is a widespread problem. Technikons are under extreme pressure to develop these skills in the student population. Admission statistics at Technikon Natal show a marked increase in ESL students enrolling in a wide variety of national diploma courses. The inadequate education received by the majority of ESL students in South Africa has not prepared them for the demands of tertiary education. As English is the medium of instruction at Technikon Natal, underdeveloped language skills tend to hinder the students' progress. Technikon Natal is currently considering an Educational Development Strategy designed to assist students. In order for a response to perceived language-related problems to be meaningful, a survey of such issues was considered a practical starting point to establish that these issues were in fact problematic. The survey was intended to probe certain perceptions held by students and staff regarding attitudes, which might have been preconceived. It also provided clarification that some of these perceptions are inaccurate, and in some cases, incorrect. In addition to this, it established that there is considerable support among students and staff for departmentally-integrated support programmes. In terms of Technikon Natal's present position on an ESL educational development continuum, the findings indicate that much benefit could be derived from the research carried out in other tertiary institutions with regard to academic support programmes. Areas in which there was a considerable disparity of views held were identified and commented upon. In conclusion, it was felt that attention should be focussed on the following: recognition of the need for an integrated ESL programme; departmental reinforcement of academic skills; decentralisation of the ASP programme. The survey concludes with a brief comment on current developments in response to ESL needs at Technikon Natal.
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Chiu, Monica Fan Fan. "Lexical cohesion in expository writing: Will a study of the similarities between an English and Chinese paragraph be helpful to ESL students?" CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/713.

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32

Draper, Elaine. "SFI...why not EFI? : A study of the teaching practices applied when teaching English to immigrants in Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15875.

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My aim with this study is to investigate the teaching strategies applied in teaching English to students with another mother tongue than Swedish. According to Second Language Acquisition (SLA) theory, factors such as age, language competence and mother tongue influence can affect language acquisition. SLA theory also states that multilinguals tend to select one of their languages as their primary source of information and this language is the language that most resembles the target language; Swedish and English are both Germanic languages and therefore share language closeness. Results showed that regardless of age and mother tongue, equal numbers of students chose to source Swedish only or both Swedish and their mother tongue when translating texts from English; only 3 chose to source their mother tongue only. There is to date little research that directly connects teaching approaches with SLA, particularly when dealing with multilingualism. I believe a potential area for research could be to investigate the possibility of developing teaching strategies that can potentially harness prior language knowledge. My investigation also showed that English is taught to native and non-native Swedish speakers alike through the medium of the Swedish language; that is to say the course books consist of English text with vocabulary translations and grammatical exercises from Swedish to English. A suggestion would be to reduce the use of the English to Swedish translation methods, particularly for students with a limited knowledge of Swedish, and incorporate into lessons more communicative teaching methods using authentic materials and real situations.
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Sacklin, Jennifer Marie. "Identity and Investment in the Community ESL Classroom." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2326.

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After Norton Peirce's (1995, Norton, 2000) groundbreaking work in conceptualizing identity as "multiple, changing, and contradictory," many researchers have explored language learners' identities. However, few studies of identity have been conducted within the "overlooked and understudied" (Mathews-Aydinli, 2008) context of adult community ESL (English as a Second Language), and even fewer studies have focused on LESLLA (low-educated second language and literacy acquisition) learners in mainstream community ESL programs. This thesis, based on a case study of an adult LESLLA learner in a community ESL class, analyzes how this student's identity, the social context of her life, and the classroom space shaped her investment in participating in the ESL class. Ethnographic interviews revealed that the participant's investment in language learning was linked to her identity in multiple and contradictory ways: while the participant eventually left the ESL program, her self-identification as 'no preparada' (uneducated) and therefore 'burra' (stupid) seemed to be a motivating challenge, not an insurmountable obstacle, and her sense of investment in language learning remained strong even though her in-class participation was limited. The results have pedagogical as well as theoretical implications: there is clearly value in engaging learners' lives in the classroom as well as including learners' voices in research to have a clearer recognition of how learners see themselves and their "possible selves" (Dornyei, 2009) to be able to understand the complex factors that underlie their investments in language learning.
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Fung, King Tat Daniel. "Comprehension strategies when listening to the teacher in the ESL classroom." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:561b88b5-3bb9-47a9-b715-3fbba488af75.

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Listening comprehension strategies have been explored almost exclusively in uni-directional listening when learners are listening to audio recording. The lack of research on students' strategy use in understanding the teacher in the classroom is surprising, given how pervasive it is for students to listen to the teacher. In order to fill this research gap, this study explored the listening strategies adopted by learners in comprehending the teacher's input in the English as a Second Language (ESL) classroom in Hong Kong (HK). A Likert-scale questionnaire was developed and administered to 867 HK Secondary 3 students, 646 of whom also completed two tests of linguistic knowledge (LK) - a receptive Vocabulary Levels Test (VLT) and a grammaticality judgement task (GJT). A sub-sample of 59 students then took part in an innovative computer tracking programme which simulated classroom learning and incorporated different types of teacher input while eliciting learners' strategy use targeted at these inputs. Lesson observation and stimulated recall interviews were also conducted to give insight into learners' strategy use in an authentic lesson from a more qualitative point of view. Findings suggested that there were some strategies which were specific to the context of listening to the teacher in the ESL classroom. Furthermore, while learners with low and high LK demonstrated some differences in their strategy use, there existed a sub-group of learners with low LK who were at least comparably strategic with learners with higher LK, providing some evidence that strategy use is not wholly dependent on levels of LK. Finally, findings also pointed to the importance of the type and difficulty of teacher input on learners' strategy use. Implications for further research and pedagogy are discussed.
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Ballard, Lynda Dyer. "The Interaction of Cognitive Learning Style and Achievement of Selected Students of English as a Second Language." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332304/.

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The purposes of this study were (1) to determine if the culture of the student's first language was a significant variable in field-dependent-independent cognitive learning style, and (2) if a student's second language achievement has a significant relationship to variables of grade level, sex, time in an English as a second language (ESL) program, second language proficiency level or cognitive learning style. It was hypothesized that (1) there are significant positive correlations between field-independence and the variables of achievement, proficiency level, and grade level, (2) there are significant positive correlations between second language achievement and proficiency level, grade level and time in an ESL program, (3) there are no significant differences in field-dependence between the sexes or the four cultures of Laotian, Spanish, Tongan, and Vietnamese, and (4) there is no significant difference in the mean achievement score between the sexes.
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Matson, Jill Lynn. "Perceptions of preparedness and practices: A survey of teachers of English language learners." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5145/.

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Mainstream teachers who obtained their English as a second language (ESL) certification by exam only are faced with increasing numbers of English language learners (ELLs) in their classrooms. Decreasing standards for teacher ESL certification and increasing accountability for ELLs has made teachers' role in effectively increasing the language and academic skills of ELLs an area of major concern. This study used a survey and focus group interviews to obtain information regarding ESL-certified fourth- and fifth-grade teachers' perceived preparedness, practices and resources needs related to meeting the academic and language needs of ELLs in general education classrooms. The results indicated that teachers reported differences in their perceived preparedness based on years teaching experience, years of ESL certification, professional development hours, and university ESL courses, but not on certification route. The results also showed that teachers reported differences in their sheltered instruction practices based on the percentage of ELLs, but not on grade, instructional design, or preparedness. The correlation analysis revealed there is a positive correlation between preparedness and sheltered practices. The study revealed that while teachers are using strategies that make content lessons accessible and comprehensible to ELLs, they are often not specifically addressing the academic language development of their students. It is recommended that districts provide teachers with professional development opportunities that specifically address second language acquisition and practical ways to develop academic language across the content areas.
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Lin, Hsiao-Chuan. "A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869.

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38

Wang, Kermey. "An investigation of communication strategies of adult ESL learners." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1480.

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Lo, Karen Aili Liu. "Reading and listening enrichment for ESL students." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/165.

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40

Cockcroft, Rosanne. "Enhancing reading comprehension through metacognitive instruction for English Second Language (ESL) learners in the FET Band." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86593.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This study was designed to investigate whether metacognitive instruction could be used to improve the reading comprehension of isiXhosa-speaking English Second Language (ESL) learners in the FET phase. The metacognitive instruction encompassed increasing the learners’ metacognitive awareness, equipping them with metacognitive reading strategies and facilitating the transfer of these strategies to content subjects such as Life Sciences and Geography. The Vygotskian sociocultural theory that accounts for the roles of social, cultural, and historical contexts in comprehending text during academic reading tasks provided an appropriate theoretical framework for conducting the research. The study was comprised of one cycle of action research, framed within a paradigm of praxis. It took place in a high school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology allowed for in-depth insight into the metacognitive habits of ESL learners through various forms of data collection. Eight participants in Grade 10, ranging between 16 and 19 years of age, took part in the study. Their reading comprehension abilities varied, as did their English proficiency. The data were presented as collected in the phases of the action research cycle and summed up in three data processes. Each data set was embedded in the chronological timeline of the study’s progress and discussed in light thereof. Three broad themes were derived from the data, using qualitative content analysis. The data revealed that metacognitive instruction can improve the English reading comprehension of isiXhosa-speaking learners. This was reflected in both the quantitative and qualitative data sets. The quantitative data were used descriptively and interpreted qualitatively, in line with the qualitative methodology. The results of the study indicated that before metacognitive instruction can be successful, language proficiency, basic linguistic skills, and mental representations are crucial. The findings showed that mind mapping and constructing mental representations of the text are two effective metacognitive reading strategies that are easily transferable across the curriculum. They also revealed the strong link between culture and reading practices amongst different population groups. Cultural understandings of concepts such as respect and authority had a profound influence on the learners’ considerations of what it means to learn, read and understand.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om te bepaal of metakognitiewe onderrig aangewend kan word ter verbetering van leesbegrip by Xhosasprekende leerders wat Engels Tweede Taal (ETT) in die fase verdere onderwys en opleiding (VOO) neem. Metakognitiewe onderrig het behels om die leerders se metakognitiewe bewustheid te verhoog, hulle dan met metakognitiewe leesstrategieë toe te rus, en hulle laastens daardie strategieë na inhoudsvakke soos Lewenswetenskappe en Geografie te laat oordra. Vygotsky se sosiokulturele teorie het ’n toepaslike teoretiese raamwerk gebied vir die navorsing, wat die rol van sosiale, kulturele en historiese kontekste in teksbegrip gedurende akademiese leestake in ag geneem het. Die studie het uit een siklus aksienavorsing binne ’n praktiese paradigma bestaan. Dit is in ’n hoërskool in ’n benadeelde gemeenskap in die provinsie Wes-Kaap, Suid-Afrika, onderneem. ’n Kwalitatiewe metodologie het deur middel van verskeie vorme van data-insameling diepe insig in die metakognitiewe gewoontes van ETT-leerders gebied. Altesaam agt graad 10-leerders van tussen 16 en 19 jaar, met wisselende leesbegripvermoëns én vaardigheid in Engels, het deelgeneem. Die data is aangebied soos dit in die fases van die aksienavorsingsiklus ingesamel is, en is in drie dataprosesse saamgevat. Elke datastel is op die chronologiese vorderingstydlyn van die studie geplaas en teen daardie agtergrond bespreek. Drie algemene temas is met behulp van kwalitatiewe inhoudsontleding uit die data afgelei. Die data het getoon dat metakognitiewe onderrig wél Xhosasprekende leerders se leesbegrip in Engels kan verbeter. Dít het uit sowel die kwantitatiewe as kwalitatiewe datastelle geblyk. In pas met die kwalitatiewe metodologie, is die kwantitatiewe data beskrywend aangewend en kwalitatief vertolk. Die studie het beklemtoon dat taalbedrewenheid, basiese taalvaardighede en geestesvoorstellings noodsaaklik is vir suksesvolle metakognitiewe onderrig. Die bevindinge toon dat konsepkaarte (“mind mapping”) en die konstruksie van geestesvoorstellings van die teks twee doeltreffende metakognitiewe leesstrategieë is wat maklik op die hele kurrikulum toegepas kan word. Die studie het ook ’n sterk verband tussen kultuur en leespraktyke onder verskillende groeperinge uitgewys. Die kulturele begrip van konsepte soos respek en gesag het ’n diepgaande invloed gehad op wat die leerders onder ‘leer’, ‘lees’ en ‘begryp’ verstaan het.
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41

Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.

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This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.
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Zhu, Shanyuan. "U.S. International ESL Students' Experiences with and Perceptions of Utilizing Mobile Technologies for English Learning." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062867/.

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The purpose of this research was to examine ESL (English as a second language) students' current use of their mobile phones for English skill building activities outside of class in a U.S. school setting. In addition, this research reported on students' perceptions of the potential benefits of using smartphones in class for English learning. Also learners' current English related activities using mobile devices and time duration of using different phone features were studied. The literature review included smartphones, computer education, mobile learning, mobile assisted language learning (MALL), computer assisted language learning (CALL), theories of second language learning, second language learner attributes and the use of smartphones outside the classroom. An electronic survey was used to collect the quantitative data which were analyzed by descriptive and inferential statistics. The results concluded that students used mobile applications on a daily basis to read and write email, read books and news, check a dictionary, talk, text and video chat. Students used mobile phones outside of class to improve the English skills listed in the survey and the same participants perceived the potential benefits of using smartphones in class for the same English skills. Among the English skills, vocabulary exercises, finding example sentences of English words and English grammar exercises had a significant difference between out of class and in class variable. The results indicated a direction for future research on using mobile phones for ESL learning. This study also revealed a focus of practice for utilizing mobile technologies in the teaching and learning of ESL.
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43

Norton, Jennifer Christenson. "Elementary ESL and General Education Co-Teachers' Perceptions of Their Co-Teaching Roles| A Mixed Methods Study." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557498.

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This research investigates grades kindergarten - 5 English as a Second Language (ESL) and General Education (GE) co-teachers' perceptions of one another's roles, strengths, and areas for improvement in co-teaching academic language and content to English language learners (ELLs) in the GE classroom. Theories of social constructivism and cooperative learning guide this study, which approaches co-teachers' perceptions as a function of how they make meaning of their social interaction and experiences (Vyogotsky, 1978; Villa, Thousand, & Nevin, 2004). Using QUAN-qual sequential explanatory design, this descriptive study uses survey methodology and small-scale follow-up interviews to create an illustrative, descriptive portrait of ESL and GE teachers' perceptions of one another's roles and professional development needs. Quantitative and qualitative survey results are triangulated with qualitative interview findings.

The integrated findings illuminate the areas of convergence and divergence in ESL and GE teachers' perceptions as co-teachers of ELLs in the GE classroom. The main conclusions are discussed with regard to existing literature on co-teaching. Overall, ESL and GE teachers appeared to have a general understanding of one another's roles, yet some perceptions diverged with regard to sharing responsibilities and whether the GE teacher was the "primary instructor". In addition, this study concludes that despite availability of some common planning time, co-teachers frequently desired to improve the quality and quantity of their co-planning, co-teaching, and reflection on students' needs. Co-teaching strengths that were identified include openness, flexibility, and the ability to differentiate instruction. However, in order to improve co-teaching, both ESL and GE teachers perceive the need to gain skills and knowledge in one another's areas of expertise. Data analysis shows that co-teachers' desired professional development topics and types of offerings interrelate thematically with perceived strengths and areas for improvement.

The study concludes with a discussion of implications for school administrators and teacher educators, including pre-service teacher educators, who want to support ESL and GE co-teachers. The discussion also addresses the implications for ESL and GE teachers whose co-teaching practice may benefit from reflection on the findings of the study. Finally, directions for future research emanating from this study are offered.

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44

Lim, Okyoung. "The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc499978/.

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Recent research suggests that culturally responsive teaching (CRT) practices have the potential to increase student educational outcomes, as well as to reduce unnecessary or inappropriate placement referrals. Examination of the core components in CRT, teacher efficacy and cultural competence, is proposed to be a critical step to reduce unwarranted referrals of culturally and linguistically diverse students. However, there is limited empirical support for the relationship between CRT and instructional referrals, and even among existing studies there is inconsistency regarding the relation of these constructs. The purpose of this study is to examine teacher factors (i.e., teacher role, degree earned, years of teaching, ESL certification held, language proficiency and ethnicity) as a predictor of teacher competence, and the role these factors play in teachers’ referral decision making. To investigate these relationships, a national sample of elementary teachers (N = 258) completed a survey addressing their background, profession endorsements, sense of teaching efficiency, and the instructional decisions they would make in the scenarios presented. The results of this study revealed that teacher role (i.e., general, ESL or special educator) and ESL certification were important predictors of teacher competency. A statistically significant mean difference in teacher competency was found between teachers with and without ESL certification, indicating ESL certification as an important factor in deciding the level of teacher competency. Finally, teacher competency was found to improve teachers’ instructional decision making in scenarios in which the students displayed linguistic difficulties. The findings provide valuable insights to teacher training programs and other professional development entities regarding how to prepare educators to work more efficiently with ESL students.
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45

Muldoon, Teresa Margaret. "Language acquisition of ESL students in a discipline-based art education classroom using collaborative learning and whole language." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332506/.

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This study examined the influences of a variety of verbal and non-verbal strategies on the language acquisition of six fourth grade ESL students in a discipline-based art education classroom. The art teacher/researcher spoke only English, and the students spoke Spanish almost exclusively. The art instruction occurred during eighteen 30 minute sessions, over a period of five months. The program involved the whole language approach, collaborative/cooperative learning, and the study of art concepts through verbal and graphic symbol cue cards and images of art works. Data were amassed from transcripts of video recordings, student and teacher interviews, and reflective notes. This study showed highly successful results with student growth in language acquisition and comprehension of art concepts.
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46

Alasfour, Aisha Saud. "Grammatical Errors by Arabic ESL Students| An Investigation of L1 Transfer through Error Analysis." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826886.

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This study investigated the effect of first language (L1) transfer on Arabic ESL learners’ acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students’ errors predicted by CA.

Students in this study made L1 errors along with other errors. Although no statistical difference was found between the frequency of transfer and other (non-transfer) errors, L1 transfer errors were still common for many learners in this data. The frequency of the relative clause L1 transfer errors was slightly higher than other errors. However, passive voice L1 errors were as frequent as other errors whereas definite article L1 errors were slightly less frequent than other errors. The analysis of the interviews suggested that L1 still played a crucial role in influencing learners errors.

The analysis also suggested that the frequency of transfer errors in the papers used in this study might have been influenced by CA-informed instruction students received and students’ language level. Specifically, learners reported that both factors helped them reduce the frequency of L1 transfer errors in their writing.

The teaching implications of this study include familiarizing language instructors with possible sources of errors for Arabic ESL learners. Language instructors should try to identify sources of errors by conducting their own analyses or consulting existing literature on CA paired with EA. Finally, I recommend adopting a CA-informed instruction to help students reduce and overcome errors that are influenced by their L1.

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Anderson, Roger W. "A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728379964874.

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48

Heier, Karolina. "ENVISIONING YOUNG ADULT LITERATURE : A STUDY ON TEACHING ENVISIONMENT IN THE ESL-CLASSROOM." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33573.

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This essay is based on Judith A. Langer’s many years of literacy research and her concepts of ‘the literate mind’ and ‘envisionment building’ in the classroom. In addition to Langer’s theories, I consider several other strategies for reading, some of which have evolved from Langer’s ideas and are adapted to fit the teaching of English for Swedish upper secondary school. Furthermore, I discuss the benefits of teaching a foreign language with the help of literature in general and Young Adult (YA) literature in particular. Working with YA literature in the classroom can not only help students develop a greater empathy towards others, but is also well suited for teaching reading strategies to teenagers. In the analysis, I demonstrate a didactic approach with the help of extracts from Ruta Sepetys’ Between Shades of Gray (2011). My findings indicate that reading Young Adult literature can benefit teenagers’ personal growth as well as their language learning and general knowledge. Lastly, I assert that envisionment building can both lead to reevaluation of the readers themselves as well as to a greater understanding of different texts and the readers’ perception of the historical and contemporary world.
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Torres, Julie West. "Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4681/.

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Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the survey, 32 students volunteered for group interviews to further explain their preferences. Results indicated that adult ESL students have a general preference for NESTs over non-NESTs, but have stronger preferences for NESTs in teaching specific skill areas such as pronunciation and writing. There was not a significant difference between immigrants' and refugees' general preferences for NESTs over non-NESTs based on immigration status.
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Elabdali, Rima. "Wiki-based Collaborative Creative Writing in the ESL Classroom." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/3378.

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Despite the growing number of L2 studies examining digitally-mediated collaborative writing, the vast majority of these studies have focused on academic writing tasks. This study examined the dynamics and perceptions of groups of ESL students who used wikis to write collaborative short stories. The study also compared the short stories written in groups with posttest short stories written individually in terms of creativity, accuracy, and complexity. The study involved nine students taking a Creative Writing course in an intensive English program at a large university in the U.S. It followed a multiple case study design; the students were divided into three pairs and one triad (four case studies). For three weeks, the groups engaged in a series of wiki-based and creative writing activities and produced four collaborative short stories. During the following three-week period, the students wrote nine individual short stories using a similar writing prompt to the one used in the collaborative task. For each student, the collaborative and individual writing samples were compared on the three dimensions of creativity, accuracy, and complexity to examine whether collaboration influenced the quality of the product. Further, the dynamics of collaboration were explored through analyzing the wiki discussions and revision histories for each group. Finally, students' perceptions of the task were surveyed through individual interviews and self-assessment questionnaires. While there was not a clear effect of collaboration on the creativity and accuracy of the short stories, the complexity was slightly higher for the majority of the informants. The analysis of the short stories also indicated that ESL students faced difficulty writing in a genre that does not have a strict pre-established outline. Analysis of the wiki discussions and revision history showed trends of group dynamics in the four case studies. Further analysis of perception data revealed that although the majority of the informants had a negative perception of the collaborative task, they expressed a positive attitude toward the individual creative writing task.
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