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Dissertations / Theses on the topic 'English language Business education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Papadomichelaki, Roumpini Alkaterini, and Lash Keith Vance. "English language institute in Greece: A business proposal." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2151.

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Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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3

Yang, Weizhen. "Applying social functional theory to Business English as a foreign language instruction in Taiwan." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1361.

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4

Liu, Chi-Chieh. "Business English for special purposes as a negotiated, strategic competence." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1867.

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Tse, Kam-lok, and 謝錦樂. "The translation of Chinese business documents into English by studentsin Hong Kong vocational education: someimplications for second language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29680396.

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6

Dehrab, Badrieh Ahmed. "A study of code-switching in four English for specific purposes (ESP) classrooms at the College of Business Studies in Kuwait /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1384525714.

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7

Robinson, Francine N. "The provision of Business English Language courses for students in Israeli higher education institutions : an investigation of the needs of the providers, the students and the business community regarding Business English courses." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/4504.

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This study investigates business English courses in Israeli institutions of higher education regarding the needs of the three stakeholders involved in these courses: the teachers (representing the institutions), the students and the business community. Initially, the importance of English in Israel is explored, specifically within the Israeli business community, in order to establish the necessity for studying English in Israeli institutions of higher education. Subsequently, the accountability, responsibility and responsiveness of higher education to its students and the community at large in the provision of relevant courses are examined. This study has both a theoretical and a practical aim. Theoretically, it examines existing concepts of English language teaching suited to present academic and future professional needs of Israeli business administration students; practically, it suggests future directions for the design of business English courses. The main objective of the study is to investigate whether Israeli institutions of higher education are accountable to the Israeli business community and their students regarding the teaching of business English courses. This study includes data, both qualitative (interviews) and quantitative (questionnaires), from the three stakeholders involved in academic business English courses. Critical action research is the methodological tradition employed as this research is a reflective inquiry with the possibility of instituting conscious changes in course design. Results illustrate that, although English is taught in every academic institution, and English for Specific Purposes courses are offered in most institutions, business English courses fail to provide the necessary tools, such as needs analysis and evaluation, for the success of these courses. Many of these courses also fail to provide for the future professional and career needs of students. Moreover, although these courses are geared to students’ present academic needs, students seem to express dissatisfaction with the courses. Findings also show evidence of a lack of communication between the stakeholders involved in business English courses. Hopefully, as a result of this study, Israeli academic institutions will include more stakeholder suggestions in the planning of business English courses, administrators will offer teacher training, and students will be made more aware of academic and professional demands.

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8

Albazzaz, Abdulghani Ahmed. "The students' low achievement in business English at the College of Business Studies in Kuwait : an analysis of the students' educational and occupational language requirements." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358959.

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9

Samson, Christina Muriel. "Italian undergraduate students comprehending economics and business texts in English as a foreign language : a case study of language-conceptual transfer strategies used in reading domain-specific texts." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8274.

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Includes abstract.<br>Includes bibliographical references (leaves 236-258).<br>This study, within the Vygotskyian constructivist socio-cultural developmental framework, investigates the interdependence of general and domain-specific conceptual knowledge, cognitive and metacognitive strategies, attitude, motivation and context in the process of bidirectional ItalianΓåöEnglish transfer in Italian undergraduates comprehending domain-specific texts in the Faculty of Economics, University of Florence, Italy. The method adopted is primarily qualitative, with quantitative support.

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10

Hollis-Turner, Shairn Lorena. "Higher education business writing practices in office management and technology programmes and in related workplaces." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1072&context=td_cput.

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Chen, Kuang-Je. "Registers of supplication and demand in English-as-a-foreign-language technical writing." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2457.

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This project introduces theoretical discussion on five aspects of writing: register, genre, pragmatics, functional writing, and social function the goal of this project aims at improving business peoples' technical writing competence.

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12

Weitzel, Larry. "Assessing business writing: An examination of scoring methods, writing sample complexity, and rating variability." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1750.

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13

Murray, Sean. "Composition incorporated turbo capitalism, higher education, and the teaching of writing /." Diss., Online access via UMI:, 2007.

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14

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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15

Yusof, Normah. "An empirical study of the use of computer-based material for the teaching of the listening skill in English as a second language to students of a higher education institution in Malaysia." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:3881.

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The primary concern of the present study was to investigate the effective uses of computer-based software in teaching the listening skill in English as a Second Language (ESL) at higher education institutions. It aimed to find out if computer-based software can be used as a teacher replacement or supplement, either at the beginning or end of the listening lesson. This study also aimed to measure students' motivational reactions to instructional materials, to examine students' computer background, to examine any significant relationships between any of the variables and also to see if there are gender differences in any of these. In order to assess the effect of CALL use, an experimental study was carried out.The respondents consisted of 80 post-SPM students enrolled in Intensive English course at KUSZA, Malaysia. Two achievement post-tests and two sets of questionnaires were administered for data collection. The data results were analysed using SPSS (Statistical Package for Social Science) with statistical techniques of ANOVA, analysis of covariance, Pearson's product-moment correlation and t-tests for independent samples. The results of the study revealed that the way computerised material was used made a considerable effect on the achievement of the students. When it was used as a supplement at the beginning of the lesson, the students scored better results than those students received computerised treatment at the end of the lesson. When it was used as a teacher replacement, the students did not score well in the tests. The results also showed that non-computerised treatment was effective for teaching the listening skill.In the light of these results, certain recommendations were made for the teaching of the listening skill in ESL at KUSZA. It was recommended that computerised instruction be used as a supplement to teacher teaching at the beginning of the lesson rather than at the end of it. Further research is needed to be carried out with larger groups of respondents so that the findings can be generalised to other situations.

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16

Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.

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17

Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.

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The aim of this project is to address the need for effective English learning and develop an English curriculum which practically meets learners' needs. The project is for students who study business English in Korean community college. This project presents effectiveness of English learning in the content concerning with English for specific purposes, project-based learning, cooperative learning, computer-assisted language learning, and technological literacy. These ideas are incorporated into the project to develop the unit, Creating a Company, which consists of six lesson plans.

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18

Lockwood, Jane. "Language programme training design and evaluation processes in Hong Kong workplaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244543.

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19

Vongo, Mthuthuzeli Rubin. "A case study of the goals of the business communication course at Technikon Witwatersrand." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003949.

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At Technikon Witwatersrand, Business Communication is offered as a service subject, which is compulsory for a variety of diplomas and the majority of students are obligated to do the course. Its broad intention is to assist students in developing their proficiency in English, enabling them to cope with studying at Technikon and preparing them for the workplace. Despite the fact that the course is designed to assist them, many students question why they have to do the course and whether it is simply a repetition of high school work. The study attempts to examine the implicit and explicit goals of Business Communication, to explore the process through which the goals have been developed and changed over the years (i.e. how the goals have been constructed), and to elicit and compare the perspectives of the different stakeholder groups as to the goals. Both a qualitative and a quantitative approach are used in the research design. Interviews with four fulltime lecturers were conducted and a self-designed questionnaire was administered to students. These were the main means of data collection. The data reveals that the goals of Business Communication are implied rather than explicit. Despite this, students and lecturers see the course as important. Recommendations are made to help the Department of Business Communication to reflect on their practice with particular emphasis given to material development and the application of OBE principles.

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20

Dubell, Andrea. "Les Effets de la mondialisation sur la langue et la culture francaises dans le contexte des affaires et de la publiciteEffects of Globalization on French Language and Culture in the Context of Business and Advertising." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1449519811.

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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.</p>

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22

Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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23

Stack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.

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The purpose of the study was to examine the growth of English academic language proficiency by language minority students who were learning English as a second language in an urban school setting. In light of Cummins' theory of language proficiency, the research investigated English development over a one year period in the areas of language most needed for academic success in school, reading and language. Growth in English academic language proficiency was examined across socioeconomic groups, language groups, years of instruction in the district, places of birth, and levels of oral language proficiency. The research sample included 4,663 students in two groups: a focus group of 2,460 students learning English as a second language in school, and a comparison group of 2,203 students from an English language background who had never received second language instruction. All the students were enrolled in grades 4 and 5 and had participated in districtwide standardized test administrations in Spring 1988 and Spring 1989. In addition to test results, information was collected pertaining to the following background characteristics: socioeconomic status, primary language background, length of time in the district, birthplace, and level of oral language proficiency. Statistical analysis with t-tests and Anovas indicated significant differences in CTBS Reading and Language gain scores favoring the second language learners compared to the national norm group and the non-second language learners. Although there was a narrowing of the achievement gap, it would take 5 to 7 years to close it at the observed rate. Among second language learners there were no differences in Reading and Language growth by socioeconomic status; all SES groups were narrowing the gap. There were differences in Reading and Language gains by years in the district; the students with fewer years were exhibiting the greater gains. In Reading growth there were no significant differences by language background, birthplace, or oral language proficiency; however, in Language growth there were differences. These differences were in the test area which is more dependent on formal schooling. It is recommended that emphasis be placed on reading and writing instruction and that students be given bilingual/ESL support for a longer period time.

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24

Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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25

Moss, Linda Macrae. "Benefits of school band programs on English language acquisition among English language learners| A quantitative study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572954.

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<p> Immigrant and refugee students who have been entering the United States have a pressing challenge and that challenge is the learning and comprehension of the English language. School administration and faculty have struggled to meet the needs of immigrant and refugee students in urban schools. The purpose of the quantitative correlational study was to test the hypothesis that sixth, seventh, and eighth grade immigrant and refugee band students scored higher on the Arizona Instrument to Measure Standards (AIMS) test than did junior high immigrant and refugee non-band students in the reading and comprehension of the English language, as assessed by the 2010 and 2011 reading and 2011 writing test scores of the AIMS. The target population consisted of the immigrant and refugee student population in three junior high schools in the A1 district, a Title 1 district in Phoenix, Arizona. The federal government created and developed Title 1 schools in the United States for students who were living at or near poverty and who may have been at risk of failure. The data clerks, faculty, and administrative members collected the reading and writing scores of the band and non-band sixth, seventh, and eighth graders of the three junior high schools from the Microsoft Excel® program of the A1 District and the data were input into the Microsoft Excel program, then into the Statistical Package for the Social Sciences® (SPSS) program and analyzed. Two-tailed <i>t</i>-tests were conducted to analyze differences in the reading and writing scores between the band and non-band students in three junior high schools in Central Phoenix. A statistically significant difference in reading and writing scores was found between those students who were band participants and those who were not.</p>

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26

Iftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.

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27

Komori-Glatz, Miya. "Conceptualising English as a business lingua franca." Inderscience, 2018. http://dx.doi.org/10.1504/EJIM.2018.10009389.

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Though a popular and somewhat controversial topic in discussions on language in IB, the notion of English as a (business) lingua franca/(B)ELF still lacks clear conceptualisation. This paper argues that research in IB and linguistics can be mutually complementary and supportive in conceptualising BELF, and that it is important to separate the concept of BELF from that of a common corporate language. The paper synthesises key works from both disciplines to conceptualise BELF as an emergent, multilingual use of English that adapts to the demands and resources of the specific context. It further argues that Wenger's concept of Communities of Practice offers a useful bridge between the disciplines, and that there is a need for more empirical research.

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28

Yamaoka, Ryoko. "Changes in English language education in Japan /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5800.

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Morris, Judith. "Science education and the english language learner /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070523.150827.

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30

Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1 270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)<br>This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.<br>Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.

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Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.

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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.

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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.

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Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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Kuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.

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The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.

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Irving, Patricia M. "Business English proficiency and its related strategies in the Quebec context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43887.pdf.

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Tang, Yu-kwong. "Chinese education and the prestige of English." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22199329.

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Gavron-Stadtmaer, Tanya. "Participation, collaboration and language use in English Foreign Language adult learning groups that share or do not share a common language besides English." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10559.

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Includes bibliographical references (leaves 167-177).<br>The study attempts to answer the question: "How is learning, interaction and information exchange affected by whether learning groups are composed of people who share or do not share a common language (besides English)?" I carried out the research at English Foreign Language (EFL) classes which were held for peoples of Africa. Data were collected through audio and audio-visual recordings, field notes and semi-structured follow-up interviews. The findings indicated that learning, interaction and information exchange were affected by the composition of the group. These differences were related to the interactive and dialogic nature of exchange in the 'cross language groups' where conversational techniques (such as turn-taking) were used in order to engage in an interactive and collabortive dialogue. As a result, learning, interaction and information exchange occurred more readily in 'cross language groups' than in 'common language groups'.

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Mims, Pamela J. "Accessing grade-aligned English/Language Arts." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/175.

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English/language arts (ELA) is one of the core content areas of the general curriculum. Through ELA instruction, students gain a means for accessing and understanding the various forms of text they encounter in daily life as well as skills in research and communication. The overarching goals of ELA focus on effective communication, including comprehension: a goal critical to students with significant disabilities. Typical ELA curriculum creates opportunities for students to communicate in different contexts, for different purposes through exposure to culturally diverse text (Browder & Spooner, 2014). The challenge in developing language-arts instruction for students with significant disabilities, however, is that they may have few skills to engage with text (Mims et al., 2012). Recent research has helped to bridge the gap between the incoming skill set of individuals with a significant disability and the gains in effective literacy skills, communication, writing and comprehension skills. This presentation will highlight some of the most recent research that features strategies for providing meaningful-access, grade-aligned fiction and nonfiction text depicting diverse cultural and socioeconomic themes, but adapted for greater student access. Highlighted strategies will include a discussion of how grade-aligned adapted books and systematic instruction such as response-prompting strategies, error correction, positive reinforcement, data collection and graphic organisers can promote student gains in literacy, communication, writing, student-led research and comprehension across Bloom’s Taxonomy. In addition, this presentation will discuss ways to meaningfully adapt grade-appropriate text for students who have limited-to-no reading ability, as well as provide resources for fiction and nonfiction texts that have already been adapted. Finally, this presentation will provide participants with strategies to promote personalised learning in concert with maintaining a high level of rigour for students with intellectual disability and autism. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf

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Brutt-Griffler, Janina. "The development of English as an international language : a theory of world language /." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242754518.

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Koah, Ming-chu Pearl. "A comparison of the effectiveness of traditional teaching and CD-ROM based presentation of business English vocabulary." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22189579.

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Liao, L. "An investigation of the English language needs of Business English graduates in mainland China." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/6b7c4c20-86e4-4b20-a153-f909717a7233/1.

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The Business English (BE) degree in China was established as an independent dis-cipline in 2007. Business English used to be taught as a component of English lan-guage and literature degrees. There are now about 50 universities in China offer-ing BE degrees, but the change in the status of Business English has not been with-out attendant problems. Most Chinese universities offering degrees in BE have failed to combine the teaching of English language and literature and the teaching of business in very meaningful ways, and have given English language learning a much larger share of the curriculum. Business English is taught in university Eng-lish departments rather than in Business Schools, and most BE teachers only have a background in English language and literature, with no practical work experience in the area of international business. These teachers have little knowledge of how English is used in the workplace, and might have difficulty contextualizing BE teaching in real business situations where English is used as a lingua franca (BELF). The fact that non-native speakers’ communications predominate in the BELF environment calls into question the emphasis on native-like correctness in university BE teaching. Language needs analysis (LNA) was conducted in order to discover the English language needs of BE graduates starting work in Chinese companies with an inter-national clientele. Data from questionnaires, interviews and business emails sent to and from recent graduates were analysed. The findings from questionnaires and interviews indicate that emailing is the most frequent mode of communication in English in the Chinese companies that employ BE graduates, although speaking skills are also highly prized. All groups of re-spondents (BE teachers, company employers and RGs) thought standardized na-tional English tests (e.g. TEM4, TEM8) were important for securing a job. It was found that most of the company employers and recent graduates believed that ad-hering to native-like norms was not important in a BELF environment where most of their clients were non-native English speakers who did not have a very high lev-el of English. The findings from analysis of my corpus of 86 business English email chains (307 messages, 34,837 words) suggest that MEMC graduates are communicatively adept at business email communication and can establish rapport with their cli-ents and mitigate potential face-threats, despite the fact that their English is some-times non-standard. Current teaching materials, methods and practices in BE teaching in China still place greatest emphaisis on conformity to a set of native-like norms, however, rather than pragmatic competence. These findings have interesting implications for ESP course content and the teach-ing of Business English as a lingua franca (BELF). BE lecturers might be unwilling to use authentic BELF emails as models in the classroom, because the writers have a restricted command of English. There were no signs of any miscommunication in the email exchanges, however, and specifically BELF usage may well have had a disarming effect on clients, helping to achieve the writers’ purposes more effec-tively than textbook English would have done.

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Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.

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Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.<br>https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg

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Chiu, Lai-wan Hazel. "Consciousness-raising and the acquisition of grammar." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.

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Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.

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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.

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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.

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Brandeis, Judy. "English language arts and media education : making links." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.

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The purpose of this study is to advance existing Media Education theory by looking at similarities in English Language Arts (ELA) theory and Media Education theory. The study explores similarities and differences between the two areas of study creating a broader understanding of literacy, English Language Arts, Media Education and pedagogy.<br>In order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.

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Brandeis, Judy. "English Language Arts and Media Education-making links." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/MQ50500.pdf.

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Smith, Anne Margaret. "Inclusion in English language teacher training and education." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441366.

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.

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