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1
Curtis, Hugh. "’she bes delighted with herself’ : Habitual marking in Irish English." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24115.
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The habitual aspect has been a feature of Irish English for centuries. How it has evolved may have had a lot to do with contact between Standard English and the Celtic language, Irish, spoken in Ireland. As time passes does the impact which these two languages have had on each other weaken? How has a major feature of Irish English, the habitual aspect, fared in the digital world? This essay executes some digital detective work and finds that habitual markers do be always there…
2
Shelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.
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The findings of this study predict that students who utilize five specific sentence constructions on timed single-draft writing compositions will have higher holistic scores than students who do not utilize the specific constructions. Students in the treatment group who were taught to use the five constructions through thorough and consistent instruction in a semester length first year writing course showed statistically significant gains, 4.698 points on a 0-18 scale, based on comparison of pre-test and post-test writing samples. The findings suggest that specific style instruction at the sentence level should be part of the first year writing course curriculum, and possibly in the writing curriculum of secondary education as well.
3
Miyahira, Katsuyuki. "Intercultural coordination of discursive self : directive-response organizations in team-taught English classes /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8250.
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McCallum, Beatty Krista L. "Selected Experiences of International Students Enrolled in English Taught Programs at German Universities." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273200519.
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Ward, Marilyn. "The extent to which American children's folk songs are taught by general music teachers throughout the United States." [Gainesville, Fla.]: University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000820.
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Brodén, Stephanie. "Does it help or hinder English language learners to use Swedish when English is taught in a multilingual classroom?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34530.
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The purpose of this study is to find out whether pupils English language learning benefits from using Swedish during the English lessons. I decided to collect my material from interviews in combination with classroom observations. I chose to start with the observation of the class and the teacher during one lesson before I did my interview. It is difficult to draw any conclusions of this with only the two schools I visited. If I were to do it again I would have chosen two schools that both start teaching English at the same age and devote the same amount of time each week to learning English. I did not discover any findings to support my theory that it would be beneficial to exclude Swedish during English lessons, nor did I find the opposite. The teachers from the observations felt it was necessary to use Swedish during the English lessons with the argument that it helped them learn Swedish better. Since that was not exactly my question I felt that my findings were inconclusive.
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Skantz, Mona. ""She was a Bitch" : A Socio-Educational Perspective on Motivation for Learning English." Thesis, Högskolan Dalarna, Engelska, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-3248.
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AbstractThis degree project focuses motivation for learning English among a group of Swedish uppersecondary school students. By employing a socio-educational perspective, some vital factorsbehind a strong motivation for learning English in school are investigated through individualinterviews. Components in the past, heralding either a high level of motivation for English or a low such, are primarily focused. Moreover, essential socio-educational factors behind managing to achieve grades in English despite a low level of motivation and various impediments, such as severe socio-psychological adversities, are looked into. While motivation for English is emphasized as a critical factor, in accordance with socio-educational motivation theory, the study also stresses the importance of a positive first encounter with the English language, a satisfying English teacher-student relationship, and a sense of success in the English classroom. But above all, the study stresses a need for early tests among young students for reading disabilities, which according to this study often go undetected and thus severely impede any kind of second language learning and motivation.
8
Al-adah, Laila Mohammad Salem. "The experience of Arab university medical students whose main subjects are taught in English." Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/5012/.
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The study is about the experience of Arab University students whose main subjects are taught in English. It investigates and discusses many English language problems in the Kingdom of Saudi Arabia in teaching, learning and studying medicine, pure science and technical English. In general, Arab learners of the English language encounter problems in the four skills of the English language, in speaking, writing, reading and listening. They also show weaknesses in many aspects of the English language such as vocabulary, grammar, pronunciation, spelling, morphology and syntax. The question is how these language difficulties affect their studies in medicine. The initial hypothesis was that all depended on the students’ facility in English, but this turned out not to be the case. The research started with the analysis of students’ written replies to questions. This was followed by the development of a questionnaire distributed to 736 medical students. This explored various factors in relation to their success in exams to find out which factors might be significant. There were few correlations between success in medical exams and previous encounters with the English language. The one correlation between the test results and the questionnaire findings was not the uses of and familiarity with English but the parents’ background. The research therefore went on to explore, through interviews, and analysis of written statements, the students’ attitudes towards the teaching of medicine in relation to the use of the English language. It was found that the hypothesis of the importance of English as a prerequisite for success was not borne out. What was discovered was the students’ pragmatic attitude towards their study and that what they thought they needed as medical practitioners depended on a kind of secondary technical vocabulary. The research discusses some of the effects of learning and teaching theories and their relationship to the process of the education system. Whilst social constructivism is held to be the ideal one to apply to the learning process, this research demonstrated that behaviorism and rote learning still dominated the experience of the students in their learning of medicine. Despite their continued commitment to the ideals of learning English, the students took a pragmatic approach to their studies, which consisted of a mixture of Arabic and English medical vocabulary.
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Elliott, Gemma Louise. "'Once more she was part of a novel' : Dorothy Richardson's doubly autobiographical Pilgrimage." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30742/.
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This thesis examines Dorothy Richardson's thirteen-volume novel sequence Pilgrimage (1915-1967) as a doubly autobiographical text. Pilgrimage is widely considered to be a fictionalised retelling of Richardson's own life, and many critics have found little difference between the lives of Dorothy Richardson and her protagonist Miriam Henderson. Following the Künstlerroman tradition, Richardson's novel sequence concerns itself exclusively with the life and coming to adulthood of Miriam Henderson who, like her creator, has an interest in documenting her own life. Thus, as Pilgrimage is the product of Richardson's struggle to find a place within literature, it is Miriam's too. I begin by foregrounding the theoretical landscape of autobiographical theory to date, focusing on feminist works and noting a historical concentration on male autobiography in critical pieces. In particular, Laura Marcus's Auto/biographical Discourses (1994) and Max Saunders' Self Impression (2010) are used to discuss the uneasy space Pilgrimage occupies as an example of autobiographical fiction, fitting into neither binary genre. Pilgrimage is then read chronologically, noting Richardson's development as a writer alongside her protagonist's. Miriam is a voracious reader and the progression of her interest in reading is discussed throughout this thesis, finding the influence of a variety of writers such as Ralph Waldo Emerson, Ouida, Charlotte Brontë, Henry James and more. The following of this interest in literature is accompanied by a tracking of the narrative innovations Richardson employs in the writing of the Pilgrimage sequence, such as narrative shifts and unusual punctuation formations, which she uses to suggest points in the text in which Miriam can be seen to be telling her life story in the same way that Richardson has. A case is then made for Pilgrimage as doubly autobiographical, meaning that it is Miriam Henderson writing about herself, by Richardson writing about Henderson as herself. This dual mode of life writing can be traced through the novel sequence, developing in its many narrative innovations, as well as in Miriam's clear interest in both the reading and the writing of literature. Pilgrimage then represents both Dorothy Richardson and Miriam Henderson's attempts to represent their lives in literature.
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Eilittä, T. (Tiina). "“There’s Kanga:she isn’t Clever, Kanga isn’t, but she would be so anxious about Roo that she would do a good thing to do without thinking about it.”:heteronormativity and gender roles in A. A. Milne’s Winnie-the-Pooh (1926)." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602021101.
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This thesis examines the heteronormativity and gender roles in A. A. Milne’s popular children’s book Winnie-the-Pooh (1926). The research question is “To what extent is A. A. Milne’s Winnie-the-Pooh (1926) portraying heterosexuality as norm?” Winnie-the-Pooh (Milne, 1926) was used as a data corpus and analysed using Braun and Clarke’s (2006) model of thematic analysis. One of the main themes examined was masculinity, which was further divided into themes such as social hierarchy and active boys. Another main theme was femininity, which examines Winnie-the-Pooh’s (Milne, 1926) only female character Kanga as a mother and as a passive and less intelligent character. The findings of this thesis suggest that A. A. Milne’s Winnie-the-Pooh (1926) portrays heterosexuality as norm for most part of the data corpus.
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Harlech-Jones, Brian. ""You taught me language" : The implementation of English as a medium of instruction in Namibia /." Cape-Town : Oxford University Press, 1990. http://catalogue.bnf.fr/ark:/12148/cb35609199f.
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Wababa, Zola. "How scientific terms are taught and learnt in the Intermediate Phase." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2189.
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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural
science in the intermediate phase, with specific reference to the way in which isiXhosa
(learners’ home language) is used alongside English (the resource language and medium
of teaching and learning). My research investigated teaching and learning practice
materials in two classes and studied the roles of English and isiXhosa in mediating
cognitively challenging subject content, particularly natural science concepts and
terminology.
In chapter two I refer to different theoreticians to advance my argument around the use of
language as a tool to promote cognitive development and conceptual understanding in
areas of academic learning in this case, natural science. I looked at work done
internationally on cognitive development and then explored numerous research projects
conducted on the same issue in an African context around the use of indigenous
languages in teaching and learning. I also explored the Language in Education Policy
underpinning the natural science curriculum statement, particularly the distinction
between additive and subtractive bi/multilingualism. I will discuss the language of
science and investigate how this highly specialised natural science jargon is used to
convey understanding of science to learners who are not native speakers of English.
Classroom observations and interviews with teachers are used to gain insight into the use
of both isiXhosa and English in everyday teaching and learning. Teaching and learning
materials such as textbooks and learners’ work are also explored. These are attempts to
determine how natural science concepts and terminology are explained to learners and
which language is used and for what purposes?
The study concludes that the lack of materials in isiXhosa, coupled with unplanned code
switching to English and the extensive use of English borrowings affect learners’ ability
to understand cognitively challenging material.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van
natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop
isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van
onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee
klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse
leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is.
In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van
taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van
natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek
internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese
kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van
navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die
gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid
onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke
verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid.
Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en
die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik
word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te
bring.
Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in
die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en
leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om
uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word
en watter taal gebruik word vir watter doeleindes.
Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam
met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van
leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse
materiaal te verstaan.
13
Gray, Jeremy. "An investigation into the oral English language proficiency gain of pupils taught by native English-speaking teachers in Hong Kong secondary schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3944/.
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Purpose This study examines the extent to which Native English-speaking Teachers (NETs) have an impact on the oral English language proficiency gain of pupils taught in secondary schools in Hong Kong i.e. the so-called 'NET effect'. The principal aim was to determine whether the oral proficiency gain of subjects involved in this study was greater in students taught by NET teachers than it was in students taught by local teachers. Through the examination of Time one and Time two oral assessment data, this study also sets out to investigate the nature and strength of other predictor variables for the outcome variable 'Time two oral assessment'. Through a number of different statistical modelling techniques this study also sought to establish the model that would account for or 'explain' as much variance as possible between the Time one and Time two assessment scores. Procedures A randomised, stratified sample of secondary schools that was representative of the whole population secondary students in Hong Kong who are studying English was generated. From this sample, one thousand four hundred and twenty four students from forms one, three and four were selected and an English language oral proficiency test, specifically developed for this study was administered as a pre and post test. The period of data collection was a two year period, from the beginning of the 1998-1999 academic year to the end of the 1999-2000 academic year. The oral proficiency assessment instrument was designed, and piloted by a small team of trained assessors, and a standardised procedure was established for conducting the assessments. Hong Kong NET and local teachers were trained in the procedures and use of materials and techniques required to administer the assessments in specifically dedicated language assessment workshops. The assessments were then administered by the trained group of teachers who taped all of the interviews to allow monitoring to take place and to provide a data source for a second stage interview analysis (not covered in this thesis).The resulting pre-test and post-test data was then analysed through the use of a number of statistical techniques. In the first instance, a descriptive analysis was conducted in order to satisfy the assumptions on which traditional statistical analysis is based. The data analysis then proceeded with a number of scaling processes and was finally analysed to determine whether or not any significant 'NET effect' had been detected. In addition, the analysis also considered whether any of the other variables could be considered good predictors of the final post-test score. Major Findings Analysis of data produced from the Time one and Time two oral assessments revealed a number of important findings. Students did make significant oral English language proficiency gain as measured by the specially developed instrument. This gain was significant regardless of whether the students' results were analysed by whole sample or by separate year/age group. An analysis of means revealed that on average, the mean scores of students attending EMI schools were significantly higher than those attending CMI schools indicating that the medium of instruction is potentially a strong predictor of the Time two assessment score. In the post test analysis of means, students taught by NETs performed better than those taught by 'both' [NETs and local teachers] and in general, students taught by local teachers also performed better than those taught by 'both'. There was little difference between the scores of students taught by NETs and local teachers. The banding of the schools was also found to be an important predictor variable, with the average scores of students in high band schools significantly higher than their peers in medium and low band schools. Multiple regression analysis also revealed some important findings. When the modelling was conducted on the whole sample, the medium of instruction, the school level and NET teacher were all found to be significant predictor variables although in the case of the latter, the effect was small. When modelled by separate form/age group, similar results were found with Form one and with Form three students and again the medium of instruction, the school level and NET teacher were significant predictor variables although in the case of NET teacher, the effect was again small. The findings of this thesis suggest that in terms of measuring value-added between Time one and Time two, there are indeed strong predictor variables such as medium of instruction, school level and student level. However, in trying to evaluate the contribution of NETs to students' oral English language proficiency gain over a two-year period, there is some evidence of a so-called 'NET effect' although this is rather weak, suggesting that more research is required to investigate this question more thoroughly.
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Haines, Kevin. "The situated language learning of international students taking degree programmes taught through English in the Netherlands : narrative interpretations." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/ca967bba-45d9-4b88-8b66-a0ecafe6c4e9.
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This dissertation reports my collation of the language learning narratives of international students taking degree programmes taught through English in the Netherlands. Narrative representations of the experiences of seven internationally-oriented students reveal learner perspectives of language acquisition beyond the formal classroom. Meanwhile,I have used personal narratives to represent my own interaction with participants and data, resulting in a portrayal of my growth from teacher into qualitative researcher. I record the learning experiences of the participants through Language Learning Histories (Murphey, Chen & Chen: 2004), semi-structured interviews and journal entries. This has enabled me to show how local participative practices have impacted upon language acquisition at different stages of the participants' educational lives. Narrative interpretations of the data provide a record of the identity work required for participants to achieve participation and negotiate agency in their core learning community (ICF) and other communities. The narratives of these learners are grounded in notions of situated learning. I use Communities of Practice (Wenger 1998) as the main conceptual framework during this investigation, discussing language acquisition in terms of participation in communities through legitimate peripheral participation (LPP) and mutual engagement. However, I also draw on perspectives from within the field of Second Language Acquisition (SLA), notably a heuristic understanding of Activity Theory (Lantolf & Favlenko 2001; Ivanic 2006). This research provides an example of how narrative interpretations of language learning experiences can provide an understanding of the impact of local educational practices on learner participation in and across communities. I conclude that there is a need for greater transparency and awareness of the relationship between language learning, identity work and participation.
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Robinson, Isabel Alice Walbaum. "Exploring students' and teachers' perceptions about engaging in a new law programme taught in English in an Italian university." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/22029.
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This case study investigates teachers’ and students’ perceptions about engaging with the disciplinary and linguistic demands of a new Italian law programme, launched for the first time in academic year 2006-2007, taught entirely in English in an Italian university. The study examines students’ and teachers’ perceptions as they engage with teaching and learning law in English. This is a timely international higher education case study, given present policy initiatives in the European Union (EU) towards upgrading language education in the region, and in parallel, raising Europeans’ language mastery and skills from monolingual to plurilingual status by promoting and improving the conditions for the learning of at least two additional foreign languages other than the mother tongue for all citizens. The case study is far-reaching in that the present need for cutting-edge methodology in the EU calls for renewed ways of articulating the curriculum to teach subjects and foreign languages. This study compares two new but very different pedagogical models, English as medium of instruction (EMI), the design adopted for teaching law in English at the Italian law programme, and Content and Language Integrated Learning (CLIL), a rival methodology which consists in the ‘integration’ of language and learning subjects within a single curriculum. Based on the data submitted, the study questions the assumption that teaching a subject in a foreign language at university automatically results in language learning. Given the nature and degree of complexity of the subjects taught in the courses researched, in satisfying the university requirements for high quality teaching and learning to achieve ‘high quality’ learning for all, there are certain conditions which impact the learning process (e.g., teaching approaches and styles, level and use of English by teachers and students, intercultural preparedness of students to work together). The study confidently predicts that without these pre-set design conditions, the type of teaching and learning methodology implemented in the programme examined, generalizable to other programmes, is destined to perpetuate poor quality delivery and unfulfilled educational goals.
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Pecikoza, Sanjin. "Are Nordic students prepared foruniversity courses taught in English? : Comparing the Danish, Finnish, Norwegian and Swedish pre-university English language syllabuses with international requirements for university entry." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53855.
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Due to globalization and the importance of having a single lingua franca in academia, the number of international university courses taught in English—so called English medium instruction (EMI) has been steadily increasing. All students, national and international, are required to pass a certain linguistic threshold in order to be able to apply for a university program. Concerning Nordic universities, international students are required to take one of many international proficiency tests, such as the Test of English as a Foreign Language (TOEFL) and the International English Language Test System (IELTS) in order to prove their English language competence. On the other hand, for Nordic students there is no such test, instead Nordic pre-university English syllabuses are assumed to meet the demands of English proficiency as set by the universities. There is some research that suggests that Nordic students are able to fully cope with EMI in higher education—in some cases, at the same level of proficiency as native-speakers. However, other research suggests that Nordic students are unable to cope with EMI due to insufficient academic language competence. Given this uncertainty regarding Nordic students' readiness for EMI, this study sets out to investigate the extent to which students are prepared for coping with EMI at a university level. This is achieved by analyzing the Danish, Finnish, Norwegian and Swedish pre-university English language syllabuses in terms of Cognitive Academic Language Proficiency (CALP) skills. By applying the same interpretive method used for Nordic syllabuses to international tests, and comparing the two sets of findings to the Common European Framework, this study is also able to highlight the extent of which Nordic syllabuses are able to prepare its students. Findings suggest that Nordic countries vary in how well they prepare students and what skills are taught in upper secondary school. Also, the study was able to highlight similarities and differences between the language competences referenced by the domestic syllabuses and those expected of international students.
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Swartz, Karen, and Junije Polozhani. "Us and Them : A study concerning how culture is perceived and taught in Sweden and the Former Yugoslav Republic of Macedonia." Thesis, University of Kalmar, School of Human Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2461.
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<p>The aim of this study is to investigate whether culture is perceived and taught in similar ways in regard to the study of English during the final year of compulsory schooling in Sweden and the Former Yugoslav Republic of Macedonia. In order to achieve this, relevant parts of policy documents and teaching materials from both school systems are analyzed – based on a framework which was devised using Claire Kramsch’s definition of culture as a foundation – and discussed. Our findings indicate that culture is not perceived and taught similarly in regard to the study of English during the final year of compulsory schooling in the two school systems we examine. In Sweden, based upon that which is expressed in the policy documents, it appears that learning about culture is seen as a natural component of language learning. On the hand, this does not appear to be the case in regard to the Former Yugoslav Republic of Macedonia. While representations of culture are present in the teaching materials examined from each region, the ways in which it is portrayed reflect that which is set forth in the policy documents, i.e., culture is more fully integrated in the textbook used in Sweden than it is in the one used in Macedonian classrooms. Our study is of interest to those active within the field of education because an increasingly globalized world means that classes are being comprised of increasingly heterogeneous groups of students. Having insight into differences that exist between school systems may lead to a greater understanding of the situation that exists in one’s own corner of the world.</p>
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Bradford, Annette. "Internationalization Policy at the Genba| Exploring the Implementation of Social Science English-Taught Undergraduate Degree Programs in Three Japanese Universities." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687531.
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<p>This study explored the implementation of social science English-taught undergraduate degree programs in Japanese universities and investigated the challenges they face. As higher education institutions in Japan seek to become more competitive, many institutions are introducing undergraduate degrees taught exclusively through the English language. Existing research in non-Anglophone countries has shown that programs differ in their rationales for implementation and in their design and characteristics, and therefore, experience different types of implementation challenges that inspire varied responses. However, in Japan, studies in the English language focusing on the implementation of English as a medium of instruction in higher education are few and concern only short-term and graduate programs. This study used a qualitative multiple-case study design to examine four-year social science undergraduate programs at three universities from the perspectives of those involved with the implementation process. Data were generated via 27 interviews with senior administrators, faculty members and international education support staff. </p><p> The results indicate that the rationales for implementing the programs at the case-study institutions are grounded in a desire to increase competitiveness, with a focus on developing the international competencies of domestic Japanese students. Program design is oriented towards international and Japanese students in the same classrooms and is influenced by the understandings of key program implementers. Structural challenges were found to be the most significant obstacles to program implementation. In particular, institutions struggle with issues relating to program coherence and expansion, student recruitment and program identity. Structural challenges are so prominent that the study proposes a new typology of challenges facing the implementation of English-taught programs in Japan. This typology includes challenges related to the constructed understandings of the programs as institutions within the university. Practical responses to the challenges consist of discrete actions with little movement made that affects the university more broadly. Five salient elements that play an important role in the implementation of all of the case-study programs were also identified. These comprise the presence of committed leadership, implementer orientation regarding the English language, the position of the program within its institution, student recruitment, and the clarification of outcomes and goals. </p>
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Goosen, Adri. ""Stealing the story, salvaging the she" : feminist revisionist fiction and the bible." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5338.
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Thesis (MA (English))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: This thesis analyses six novels by different women writers, each of which rewrites an originally
androcentric biblical story from a female perspective. These novels are The Red Tent by Anita
Diamant, The Garden by Elsie Aidinoff, Leaving Eden by Ann Chamberlin, The Moon under her
Feet by Clysta Kinstler, The Wild Girl by Michelle Roberts and Wisdom’s Daughter by India
Edghill. By classifying these novels as feminist revisionist fiction, this study considers how they
both subvert and revise the biblical narratives they are based on in order to offer readers new and
gynocentric alternatives. With the intention of establishing the significance of such an endeavor, the
study therefore employs the findings of feminist critique and theology to expose how the Bible, as a
sexist text, has inspired, directly or indirectly, many of the patriarchal values that govern Western
society and religion. Having established how biblical narratives have promoted and justified visions
of women as marginal, subordinate and outside the realm of the sacred, we move on to explore how
feminist rewritings of such narratives might function to challenge and transform androcentric
ideology, patriarchal myth and phallocentric theology. The aim is to show that the new and
different stories constructed within these revisionist novels re-conceptualise and re-imagine women,
their place in society and their relation to the divine. Thus, as the title suggests, this thesis
ultimately considers how women writers ‘steal’ the original biblical stories and transform them in
ways that prove liberating for women.<br>AFRIKAANSE OPSOMMING: Hierdie tesis analiseer ses romans deur verskillende vroue skrywers - romans wat die oorspronklik
androsentriese bybelse stories herskryf vanuit ’n vroulike perspektief. Die romans sluit in The Red
Tent deur Anita Diamant, The Garden deur Elsie Aidinoff, Leaving Eden deur Ann Chamberlin,
The Moon under her Feet deur Clysta Kinstler, The Wild Girl deur Michelle Roberts en Wisdom’s
Daughter deur India Edghill. Deur hierdie romans te klassifiseer as feministiese revisionistiese
fiksie, oorweeg hierdie studie hoe hulle die bybelse verhale waarop hulle gebaseer is, beide
ondermyn en hersien om sodoende lesers nuwe en ginosentriese alternatiewe te bied. Met die
voorneme om die betekenisvolheid van so ’n poging vas te stel, wend hierdie tesis dus die
bevindings van feministiese kritiek en -teologie aan om bloot te lê hoe die Bybel, as ‘n seksistiese
teks, baie van die patriargale waardes van die Westerse samelewing en godsdiens, direk of indirek,
geïnspireer het. Nadat vasgestel is hoe bybelse verhale sienings van vroue as marginaal,
ondergeskik en buite die sfeer van heiligheid bevorder en regverdig, beweeg die tesis aan om te
ondersoek hoe feministiese herskrywings van sulke verhale, androsentriese ideologie, patriargale
mite en fallosentriese teologie uitdaag en herskep. Die doelwit is om te wys dat die nuwe en
anderste stories saamgestel in hierdie revisionistiese romans, vroue, hul plek in die samelewing en
hul betrekking tot die goddelike, kan heroorweeg en herdink. Dus, soos die titel voorstel, oorweeg
hierdie tesis primêr hoe vroue skrywers die oorspronklike bybelse stories ‘steel’ en herskep op
maniere wat bevrydend vir vrouens blyk te wees.
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Nilsson, Henrik. "She Is Up the Duff - Hon Har en Bulle i Ugnen : A comparative study of euphemisms in English and Swedish." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27560.
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There has seemingly never been a study conducted on Swedish euphemisms in comparison to Englisheuphemisms. This study seeks to contribute to the insights regarding euphemisms in everydaysituations. After reviewing existing literature and relevant theoretical texts on this issue, research wasundertaken to garner primary data on this topic. This was effected by distributing a self-administeredquestionnaire in Swedish to fifteen Swedish-speakers and one in English to fifteen English-speakers. Inboth samples, eight individuals were female and seven were male while age and education variedgreatly. They were posed questions featuring different terms for which they were asked to assigneuphemisms in their mother tongue. A number of findings were made which distinguished between theusage of euphemisms by speakers in terms of their respective languages, i.e. English and Swedish, butalso within these language communities in terms of gender and age differences. The study seeminglyaccorded with the general view that males are more direct and do not tend to utilize euphemisms asmuch as females. A further conclusion was that native English speakers are more comfortablediscussing alcohol, in terms of the drinking-cultures, as compared to native Swedish speakers and apossible explanation for this difference was the state alcohol monopoly in Sweden. It may also beconcluded that, while many euphemisms appeared that were particular to the language, it was possibleto identify many cases in which there are closely corresponding euphemisms in both languages.
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Price, Jr Alton E. "More Daring, More Beautiful: Deconstructing Black Male Characters Portrayed in Commonly Taught Texts in High School English Classes Through Black Masculinity Theory." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109084.
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Thesis advisor: Lillie R. Albert<br>The purpose of this study was to identify and analyze the constructions of Black American masculinity in four commonly taught texts in the high school English curriculum: The Adventures of Huckleberry Finn (Twain, 1884), Their Eyes Were Watching God (Hurston, 1937), A Raisin in the Sun (Hansberry, 1959), and To Kill a Mockingbird (Lee, 1960). For this qualitative study design, critical content analysis, a theoretical approach that brings a critical lens to an analysis of a text or group of texts to explore the potential underlying messages within those texts, was deemed most useful. A modified version of Curry’s (2017) Black masculinity theory was applied to deconstruct representations of Black American masculinity and to examine whether such images are stereotypical to the extent that they reflect, destabilize, and reinforce gender-biased and racist depictions of Black American males. Employing Black masculinity theory emphasized the complexity of the Black male characters and sought to understand the marginalization of Black males as a function of their race and sex. Utilizing critical content analysis and Black masculinity theory to analyze the constructions of Black American masculinity in commonly taught texts revealed major and minor generative themes. A significant finding of this study was that several of the Black American male characters were flat figures and were not portrayed as complex, self-reflective beings. Rather, the characters under examination were constructed to fulfill the expectations and fears of those around them. In general, all of the males under examination were portrayed to reflect the deleterious global images of the Black American male. A second important finding was that for many of the Black male characters, their maleness exacerbated and nuanced the racism they faced. A valuable conclusion in light of these findings indicated that the portrayals of the Black American male characters are negatively stereotyped based on their gender and race. The findings of this study have a number of important implications for future practice. One implication is that being aware of the negative portrayals of Black American males in texts may assist practitioners and other stakeholders to diversify the types of texts taught by scrutinizing the characters portrayed in texts and to facilitate robust, complex in-class discussions about racially minoritized characters, especially Black American males. Another implication of this work is that it is important that educators engage students in discussions in which racist and gender-biased stereotypes of Black American male characters' masculinity are not sustained. A final implication of this study is that secondary school English teachers must begin to apply theories of masculinity to the study of texts<br>Thesis (PhD) — Boston College, 2021<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Rahman, Romaisha. "How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285.
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Mims, Pamela J., and Carol Stanger. "ELA Instruction for Students with Significant Disabilities: Fictional Novels Taught Through an iPad App." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/192.
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This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.
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Eldeib, Aalaa Mohammed. "Experience Versus Grade Level Taught: An Analysis of the Factors that Contribute to Student Achievement." University of Toledo / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1135220039.
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Eriksson, Louise. "She likes doing what he likes to do - A corpus study of like and its complementation." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1373.
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<p>The following paper has been dedicated to the verb like, which is one of the verbs in the English language that can take either a to-infinitive or an -ing participle as a complement. The purpose of the paper is to examine if there are any differences in distribution and meaning between the two complements. The focus also lies on the different verbs occurring as complements, and the contrast between the verbs occurring as to-infinitives and as -ing participles. There are many theories which have been proposed on the subject that lie as a basis for the investigation.</p><p>The analysis was carried out by means of an investigation of sentences taken from the COBUILDDIRECT corpus, and includes both spoken and written British and American English. The outcome of the analysis has demonstrated that there is usually agreement between the theories and the results; however, there is not always a difference of meaning between the two complements. Moreover, the analysis suggests that there is a difference of verbs occurring as to-infinitives and -ing participles; the would like to construction represents a fixed expression and often occurs together with performative verbs. Finally, the conclusion has been drawn that there is a small but visible difference between the occurrences of the spoken and the written subcorpora when discussing both meaning and verbs occurring as complements. Since the to-infinitive complement is more common than the -ing participle in newspapers, books, and spoken English, the difference includes both detached and involved style as well as a regional difference between British and American English.</p>
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Atterving, Emmy. "“She said she was called Theodore” : - A modality analysis of five transcendental saints in the 1260’s Legenda Aurea and 1430’s Gilte Legende." Thesis, Stockholms universitet, Historiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144052.
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This thesis explores modalities in two hagiographical collections from the late Middle Ages; the Legenda Aurea and the Gilte Legende by drawing inspiration from post-colonial hybridity theories.. It conducts a close textual analysis by studying the use of pronouns in five saints’ legends where female saints transcend traditional gender identities and become men, and focuses on how they transcend, live as men, and die. The study concludes that the use of pronouns is fluid in the Latin Legenda Aurea, while the Middle English Gilte Legende has more female pronouns and additions to the texts where the female identity of the saints is emphasised. This is interpreted as a sign of the feminisation of religious language in Europe during the late Middle Ages, and viewed parallel with the increase of holy women at that time. By doing this, it underlines the importance of new words and concepts when describing and understanding medieval views on gender.
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Driskill, Qwo-Li. "Yelesalehe hiwayona dikanohogida naiwodusv God taught me this song, it is beautiful : Cherokee performance rhetorics as decolonization, healing, and continuance /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textAbstract:
Thesis (Ph. D.)--Michigan State University. Dept. of Rhetoric and Writing, 2008.<br>Title page also has title printed in Cherokee syllabics. Title from PDF t.p. (viewed on July 10, 2009) Includes bibliographical references (p. 281-290). Also issued in print.
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Marshall, Alexander Carlton. "How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13773.
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This study explores how learners in a township primary school learn, and are taught through the medium of English, in a community of pre-dominantly Xhosa speakers, and where English is seldom spoken or heard. The school is typical in the sense that learners from Grade 1 to Grade 3 are taught in isiXhosa as home language, with English as subject, after which they switch to English as the language of teaching and learning from Grade 4 onwards. The study concerns itself with the language and literacy practices at this pivotal switch-over point, and investigates to what extent learners in the Grade 4 English classes have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 1984), in English to make the switch to learning all subjects in English. The study also includes analysis of data gathered in two Natural Science lessons, in search of how the same Grade 4 learners learn, and are taught subject- specific knowledge in English. Classroom discourse patterns, which includes safetalk (Chick, 1996) and safetalk and safetime (Hornberger and Chick, 2001) and the kind of teaching practices prevalent in schools in post-colonial countries are examined to explain the low proficiency level of the typical Grade 4 learner at this critical point in English language learning.
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Plaza, Cajsa. "The environments differ, and therefore, the language differs. : A case study of how pragmatic competence in English is taught in a Swedish secondary and upper secondary school." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-99946.
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Pragmatic competence has become an essential component of L2 (second language) proficiency. The purpose of this case study is to investigate how pragmatic competence in English is taught in a public Swedish secondary and upper secondary school. The aim with this study is to reach an in-depth understanding of how the teachers in this specific school view, value and teach pragmatic competence. The study has a qualitative approach and was conducted through semi-structured interviews with two teachers. In addition to the interviews, an analysis of the pedagogic material used in the classroom was made. The most significant findings of the study show that pragmatic competence and cultural knowledge are teachable and are indeed being taught in the studied school. Different types of oral activities are the mostly used pedagogical practices to teach different aspects of pragmatic competence. The aspects of pragmatic competence that are in focus, in both secondary and upper secondary school, are formal and informal language, adaptation of the language and politeness.
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Engwers, Anton. "“IN THAT CASE I CHOOSE TO WORK WITH SHORT STORIES” : A study about how English short stories are taught by nine upper secondary school teachers in Sweden and said teachers’ attitudes towards short stories." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54100.
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Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers that took part in this survey have a positive attitude towards short stories and use them in their EFL classes. The results also show that after the students have completed reading a short story, most of the teachers that participated in this survey preferred to combine examination methods such as a group discussion with a written test.The title of this paper comes from one of the informants’ comments when asked if she would rather use a short story or a graded reader in her English class. This informant had used graded readers in her English language classroom, but she and everyone that took part in this survey chose short stories over graded readers.
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Engwers, Anton. ""In that case I choose to work with short stories" : A study about how English short stories are taught by nine upper secondary school teachers in Sweden and said teachers’ attitudes towards short stories." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53345.
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Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or learn about an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers that took part in this survey have a positive attitude towards short stories and use them in their EFL classes. The results also show that after the students have completed reading a short story, most of the teachers that participated in this survey preferred to combine examination methods such as a group discussion with a written test. The title of this paper comes from one of the informants’ comments when asked if she would rather use a short story or a graded reader in her English class. This informant had used graded readers in her English language classroom, but she and everyone that took part in this survey chose short stories over graded readers.
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Mård, Grinde Josefin. "“She is such a B!” – “Really? How can you tell?” : A qualitive study into inter-rater reliability in grading EFL writing in a Swedish upper-secondary school." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42885.
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This project investigates the extent to which EFL teachers’ assessment practices of two students’ written texts differ in a Swedish upper-secondary school. It also seeks to understand the factors influencing the teachers regarding inter-rater reliability in their assessment and marking process. The results show inconsistencies in the summative grades given by the raters; these inconsistencies include what the raters deem important in the rubric; however, the actual assessment process was very similar for different raters. Based on the themes found in the content analysis regarding what perceived factors affected the raters, the results showed that peer-assessment, assessment training, context, and time were of importance to the raters. Emerging themes indicate that the interpretation of rubrics, which should actually matter the most when it comes to assessment, causes inconsistencies in summative marking, regardless of the use of the same rubrics, criteria and instructions by the raters. The results suggest a need for peer-assessment as a tool in the assessment and marking of students’ texts to ensure inter-rater reliability, which would mean that more time needs to be allocated to grading.
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Cherro, Samper Myriam. "Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/52889.
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Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.
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Lysén, Frej Ulrika. ""But one day she met this wonderful boy,he make her smile and believe in her self": : An Investigation into the Construction of Gender in School pupils' essays." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6466.
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<p>This essay analysed how gender is established in students’ texts. The aim of the study was to find out if the students in a class in an upper secondary school were able to produce texts where female and male subjects were not influenced by prevailing gender roles. The analysis was based on Halliday’s Functional Grammar Theory. Furthermore, the results are interpreted in the light of the guidelines of the Curriculum and the Education Act. To fulfil the aim of this essay 32 texts were analysed from the extra linguistic factor of gender.</p><p> The linguistic factors examined were verbs (dynamic/stative, transitive/intransitive), if the subjects function as actors or not were the factors used to establish if there is a difference between how females and males are represented in the texts. Furthermore the use of adjectives, nouns and predicatives modifying the grammatical subjects were also taken in consideration in the analysis. The hypothesis was based on a previous study made on the teaching book <em>Blueprint A </em>and the results from this current study were compared to the results from that study. The study finds that in the texts examined females are established as more stative than males and because of that it is possible to draw conclusions that the teaching book can influence the student in their writing but also that school not always uphold the goals of the Curriculum and the Education Act in the issue regarding gender equality. </p><p><strong> </strong></p><p> </p>
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McMurry, Benjamin L. "Self-Access Centers: Maximizing Learners' Access to Center Resources." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd966.pdf.
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Fan, Tzu-Hui, and 范慈暉. "Taught to Sing English Songs Impacts on English Learning Anxiety and the Effectiveness of Learning English." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/31974373279623528445.
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碩士<br>健行科技大學<br>國際企業經營系碩士班<br>103<br>English is one of the important tools to go with the world for Taiwan, but Taiwanese students'' English scores showed significant bimodal distribution, outstanding ones become better and poor performance ones even give up learning English. How to improve students'' interest in learning English and promote the effectiveness of learning English has become an important practical issue.
Putting the elements of pop culture such as songs, dances or online games into teaching to encourage students to be close to English, love English, and then learn English is a feasible method to improve teaching. In this paper, the object is set to junior high students; the teacher plays English songs before the regular classes as warm-up activity. We hope to increase students'' interest and motivation to learn English through different learning approach.
An experimental approach to the study: students take "Foreign Language Classroom Anxiety Scale（FLCAS）" and "midterms and final exam" as the pretest before the courses. After teaching with English songs, students take the same scale as posttest. We use t-test to test the hypothesis in order to understand that if it''s effective in eliminating the learning anxiety and enhancing the English learning effectiveness of junior high school students to teach English with the appreciation of English songs.
The results are as follows: First, the English songs into the teaching can enhance the class participation of students, make English courses become more interesting, and effectively weaken the English learning anxiety of students; second, the English songs into the teaching can''t effectively enhance the effectiveness of learning. The songs teaching courses and the regular courses must be completed within a relatively short period of time, and it may affect students'' learning outcomes, thereby reducing the effectiveness of learning. Third, among the experimental group, comparing the degree of learning anxiety between high academic achievement students and low academic achievement ones, we found that the English songs into the teaching can effectively reduce the learning anxiety of low academic achievement students.
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Chen, Yu-Hui, and 陳侑惠. "A Research on Students'' Attitudes and Perspectives Toward English-taught Courses in Ming Chuan University." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/37c8cz.
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碩士<br>銘傳大學<br>應用英語學系碩士班<br>96<br>Abstract
The purpose of the research is to explore the students’ motivation to speak English in English-taught courses, the teachers’ attitudes which are regarded as extremely influential in English-taught courses by the students, the teaching techniques which are helpful for students’ English learning conditions in English-taught courses, the students’ overall positive attitudes toward English-taught courses, and how foreign students influence local students positively in English-taught courses.
This is a quantitative research, and questionnaire is the instrument of the research. The questionnaire designed by the researcher is to investigate the opinions and perspectives toward English-taught courses of the students in International College in Ming Chuan University. Through SPSS version12.0, excel system, and Pearson product-moment correlation, all of the one hundred and thirty-three valid questionnaires are analyzed statistically.
The survey’s results showed that the students possess positive attitudes and perspectives toward English-taught courses in Ming Chuan University in many aspects. For the students, teachers’ attitudes play extremely important roles in their learning conditions in English-taught courses. Finally, conclusions of the research, recommendations, and implications for future research are discussed.
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CHEN, HSIU-CHING, and 陳秀菁. "University EFL Freshmen’s Academic Listening and Speaking Anxiety and Their Attitudes toward English-Taught Courses (ETC)." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s596wa.
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碩士<br>東海大學<br>外國語文學系<br>105<br>This study investigated university EFL freshmen’s academic listening and speaking anxiety and their attitudes toward English-Taught courses (ETC). In addition, the researcher of this study examined the predicative relationship between university EFL freshmen’s academic listening and speaking anxiety and their attitudes toward ETC.
A total of 679 non-English-majored freshmen enrolled in a private university in central Taiwan participated in this study. Two survey questionnaires, namely, the Academic Listening and Speaking Anxiety Scale (ALSAS) and the Attitudes toward English-Taught Courses Scale (AETCS), were used to collect data for the study. The ALSAS, with forty-five 5-point Likert-scale items, measured the participants’ self-rated degrees of academic listening and speaking anxiety in the ETC. The AETCS, with twenty 5-point Likert-scale items, measured their attitudes toward ETC. The two questionnaires along with a 7-item Basic Personal Background Information Survey were administered to the participants during the last month of the spring semester in 2016.
Among the returned questionnaires, 657 copies were valid for data analysis. The statistical software SPSS for Windows was used to organize and analyze the collected data to provide descriptive and inferential statistical results. For inferential statistics, the significance decision level was set at α< .01 for all the statistical significance tests. First, descriptives and frequencies analyses were performed to obtain frequencies of response, means, and standard deviations for relevant questionnaire items. Second, two-tailed independent-samples t-test were conducted to determine if there were significant differences in non-English-majored freshmen’s academic listening, speaking anxiety, and attitudes toward ETC between students of high and low English proficiency levels and between male and female students. Finally, multiple regression analyses were carried out to examine whether non-English-majored freshmen’s academic listening and speaking anxiety could effectively predict their attitudes toward ETC.
The major findings of the study are presented as follows. First, university freshmen in a well-supported EFL learning context are likely to manage their academic listening and speaking anxiety to a slight to moderate degree. Second, English proficiency level plays a significant factor of university EFL freshmen’s academic listening and speaking anxiety wherein students with high English proficiency are generally less anxious than their low-proficiency counterparts. In contrast, gender does not make much difference in university EFL freshmen’s academic listening and speaking anxiety. Third, university EFL freshmen seem likely to hold quite positive attitudes toward ETC. Fourth, English proficiency level plays a significant factor of university EFL freshmen’s attitudes toward ETC wherein students with high English proficiency are generally more positive than their low-proficiency counterparts. In contrast, gender does not make much difference in university EFL freshmen’s attitudes toward ETC. Finally, university ELF freshmen’s academic listening and speaking anxiety can be used to predict their attitudes toward ETC, but do not prove to be effective predictors.
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Fu, Hsin-Yu, and 傅信餘. "Young Learners’ Interaction with Teachers in Classrooms Taught by Native Speakers and by Taiwanese Teachers of English." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/75879191109599083568.
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碩士<br>銘傳大學<br>應用英語學系碩士在職專班<br>100<br>As English education to children is considered indispensable, private English language schools have become more and more popular in Taiwan. A major attraction these programs have for learners and their parents is the emphasis on communicative competence and the classroom interaction they aim to provide to enhance it. The importance of classroom interaction in those contexts is obvious. Much research on classroom interaction has been conducted in EFL settings and has made great contributions to the practices of teaching practitioners. Studies (Amin, 2000; Braine, 1999) show that native English speakers without teaching qualifications are even more likely to be hired than qualified and experienced non-native English speaker teachers (NNESTs). They have been regarded as of higher value than NNESTs in EFL classrooms. Therefore, this study aimed to investigate views of learners, parents and teachers on English teaching by NESTs and Taiwanese teachers (TTs) and, in particular, their views on classroom interaction. It also compared the interaction between young learners (YLs) and NESTs and the interaction between YLs and TTs. Four classes taught by two NESTs and two TTs respectively were observed, and four young learners, their parents and the four teachers were interviewed in this research. Data for analysis included the digitally recorded observations, digitally recorded interviews, and field-notes taken during the observations. The results show no significant differences among the views of NESTs, TTs, parents and young learners on English teaching and classroom interaction, but the two kinds of teachers do differ in their questioning behaviours and error correction. TTs used a substantial amount of display questions while NESTs used an equal amount of display and referential questions in the classroom. On error correction, a feature of classroom interaction, recasts are the most often used corrective feedback. The study has implications for teachers and English language programs.
Keywords: NESTs, NNESTs, classroom interaction, questioning behaviour, error correction
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Bingham, Chelsea. "Who knows what she is thinking? An annotated selection of Stevie Smith's poems and drawings." Thesis, 2018. https://hdl.handle.net/2144/33082.
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Please note: this work is permanently embargoed in OpenBU. No public access is forecasted for these. To request private access, please click on the lock icon and filled out the appropriate web form.<br>Stevie Smith, born Florence Margaret Smith in 1902, was one of the most popular English poets of the Sixties, remembered for her idiosyncratic style of writing and sense of sound; distinct drawings (with which she illustrated her poems); eclectic and very learned use of literary echoes and allusions; memorable readings (and singings); and schoolgirl attire. She lived in her London suburb at 1 Avondale Road, Palmers Green, from age three until her death. Her work is included in anthologies of modern poetry, and her novels, Novel on Yellow Paper, Over the Frontier, and The Holiday, are part of Virago’s “Modern Classics” series and still in print.
All of her prose works – novels, stories, essays, and reviews – contain pieces of her poetry. She used French, German, and Latin in her work, reading widely in these languages. An astute reader of the Bible and admirer of hymns, she was brought up in the Church of England but proclaimed herself agnostic after finding herself unable to reconcile God’s love with the doctrine of eternal hell. Her English schooling, including writers such as Shakespeare, Crashaw, Dryden, Pope, Wordsworth, and Tennyson, informed her writing, as did nursery rhymes, proverbs, and children’s stories, notably Grimms’ fairy tales and Lewis Carroll’s Alice in Wonderland and Through the Looking-Glass. Animals and children are often characters in her poems; she cared deeply for them, though she believed she would have failed at having her own.
This annotated selection of 75 poems, drawn from each of her original volumes, uses the true first editions as the copy-text and includes textual variants from drafts and later editions and printings. Her best-known poem, Not Waving but Drowning, is among those selected. Full-page scans from the first editions give the drawings that accompanied the poems. References, echoes, and allusions are identified just beneath the text of the poem for easy comparison. Glosses provide definitions for obscure or dated words, and an introductory essay discusses her life and work, giving an overview of how and why she came to write the way she did.<br>2031-01-01
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Bayarbat, Sodnombayar, and 蘇都. "Mandarin learning motivation of Mongolian students in Taiwan who are enrolled in English taught programs of Ming Chuan University." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60756487895022632843.
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碩士<br>銘傳大學<br>應用中國文學系碩士班<br>102<br>In recent years, Taiwanese government has been encouraging the internationalization of the higher education and many universities in Taiwan offer international programs to allow foreign student to study in Taiwan in a whole English environment. With the support of Taiwanese Education Center in Mongolia, the number of Mongolian students studying in Taiwan has increased year by year. As the overall evaluation towards the quality of Taiwanese education is relatively good among Mongolian people, many students and their parents are interestedin studying in Taiwan or sending their children to pursue education in Taiwan.
The English-taught degree programs in Taiwan has become one of the ideal options for the Mongolian students who don’t have Chinese learning background and most of those students expect to improve their English and Chinese language abilities at the same time pursuing a degree.
This study is aimed at understanding the Chinese learning motivations of Mongolian students who are participating in the English-taught programs in Taiwan, as well as to discuss about the Chinese learning situations of the students to investigate the influence of English-taught programs on their Chinese learning motivation, through the analysis of existing data and by conducting a survey among the students.
First of all, as the basis for the research paper, the theories related to the learning motivation, and the previously conducted researches related to the learning motivation as well as related to the Chinese learning situations of Mongolian students in Taiwan are discussed in the literature review section. Then, the academic relations between Mongolia and Taiwan, the situation of Mongolian students in Taiwan and the English-taught programs offered by Taiwanese universities are introduced furthermore.
The research has chosen Ming Chuan University, the university which has the longest history and the richest experience among Taiwanese universities in terms of accepting Mongolian students as well as offering English-taught programs, as a focus of the study and the Mongolian students who are enrolled in English–taught programs of the university,as a target. Therefore, as a result of the survey findings, the situations of Chinese learning motivations and the actual Chinese learning practices of the Mongolian students are revealed and discussed as a conclusion, which would provide certain suggestions to the Chinese teaching units and reference for further studies.
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Naidoo, Venugopaul. "Magic realism in Zakes Mda's Ways of Dying (1995) and She Plays with the Darkness (1995)." Thesis, 1998. http://hdl.handle.net/10413/8599.
Full textAbstract:
I shall argue in this thesis that Zakes Mda's novels Ways of Dying (l995a) and She
Plays with the Darkness (1995b) are magic realist texts that are representative of
the hybrid nature of this literary mode. Furthermore I shall demonstrate that Ways
of Dying (l995a) and She Plays with the Darkness (1995b) share common
elements with a variety of magic realist texts. Mda's own creative and literary
consciousness has been shaped by an intellectual background stemming from
tertiary education at Ph.D level, his teaching positions at various international
universities, and his knowledge of African folk-culture. The seemingly contesting
streams of Western education and African mysticism are not presented as sources
of conflict in Mda's novels, but rather as syncretic forces of potential
transformative power. Mda displays in his project as a novelist, the continuing
concerns of black writers who saw the novel as a tool for socio-political change.
My thesis therefore also investigates the extent to which Mda's use of magic
realism in the novels mentioned above, signals a radical shift in literary
representation by South African black writers who wrote in English.
Mda's novels transcend Black Consciousness-inspired protest that
characterised black literature in the 1970's and 1980's. His use of tropes
associated with magic realism, African folk-culture, the apocalyptic and
carnivalesque has enabled him to create a discursive space for South African black
writers on the international stage, and foregrounds a movement towards literature
that offers opposition to being classified as merely ''black writing". The death of
the old order in South Africa and the birth of a new one, invites questioning and
analysis of the position of the self during a period of cataclysmic change. That the
apocalypse brings with it both death and renewal could be seen within the context
of post modernist visions of the erosion of the self and death as the ultimate reality.
Mda's novels, Ways of Dying (l995a) and She Plays with the Darkness (1995b),
are the first English narratives by a South Afiican black author that can claim
affinities with postcolonial writers such as Carpentier, Marquez, Okri and Rushdie.
These writers reflect in their narratives, the infinite possibilities of magic realism in
reclaiming the self submerged by the colonial experience.
I shall attempt, in Chapter One, a survey of specific theoretical assumptions
relevant to magic realism. Chapter Two will provide biographical details of Zakes
Mda the playwright, poet, theatre practitioner, film producer and novelist and the
importance of magic realism in his writings. Chapter Three is an analysis of Mda's
published plays and points to the early uses of elements consistent with magic
realism in his work. Chapters Four and Five are investigations into Mda's use of
magic realism in Ways of Dying (1995) and She Plays with the Darkness (1995),
respectively.<br>Thesis (Ph.D.)-University of Durban-Westville, 1998.
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Fang, Yi-Jie, and 方宜潔. "A Study of Relationship between English Learning Interest and Learning Engagement of 5th and 6th Graders Taught by Indigenous and Foreign Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4888jb.
Full textAbstract:
碩士<br>國立彰化師範大學<br>教育研究所<br>106<br>The study explored the relationships between English learning interest and learning engagement in 5th and 6th graders in Taichung City and Changhua County. Questionnaire survey was adopted as the research method.
There were 928 participants stratified sampled from elementary schools in Taichung and Changhua to complete a survey. The instruments included English learning interest Scale and English learning engagement Scale. Through the descriptive statistics, t-test, Pearson's correlation and multiple linear regression analysis, the findings of the study are as follows:
1. English learning interest and English learning engagement were at intermediate–to-high level.
2. The girls’ scored in English learning interest is higher than boys .
3. There were no significant differences on graders in English learning interest and foreign teachers.
4. There were some differences on gender, grader, and foreign teachers in English learning engagement.
5. There were positive correlations between English learning interest and learning engagement.
6. Foreign teacher’s teaching cannot predict English learning engagement.
7. English learning interest can positive predict English learning engagement.
According to the findings of this study, suggestions are provided to elementary schools, English teachers and researchers in the future.
Keywords：learning interest, learning engagement, foreign English teachers
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Morguson, Alisun. "All the Pieces Matter: Fragmentation-as-Agency in the Novels of Edwidge Danticat, Michelle Cliff, and Shani Mootoo." Thesis, 2013. http://hdl.handle.net/1805/3218.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)<br>The fragmented bodies and lives of postcolonial Caribbean women examined in Caribbean literature beget struggle and psychological ruin. The characters portrayed in novels by postcolonial Caribbean writers Edwidge Danticat, Michelle Cliff, and Shani Mootoo are marginalized as “Other” by a Western patriarchal discourse that works to silence them because of their gender, color, class, and sexuality. Marginalization participates in the act of fragmentation of these characters because it challenges their sense of identity. Fragmentation means fractured; in terms of these fictive characters, fragmentation results from multiple traumas, each trauma causing another break in their wholeness. Postcolonial scholars have identified the causes and effects of fragmentation on the postcolonial subject, and they argue one’s need to heal because of it. Danticat, Cliff, and Mootoo prove that wholeness is not possible for the postcolonial Caribbean woman, so rather than ruminate on that truth, they examine the journey of the postcolonial Caribbean woman as a way of making meaning of the pieces of her life. This project contends that fragmentation – and the fracture it produces – does not bind these women to negative existences; in fact, the female subjects of Danticat, Cliff, and Mootoo locate power in their fragmentation. The texts studied include Danticat’s "Breath, Eyes, Memory" (1994) and "The Farming of Bones" (1999), Cliff’s "Abeng" (1984) and "No Telephone to Heaven" (1987), and Mootoo’s "Cereus Blooms at Night" (1996) and "He Drown She in the Sea" (2005).