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Chan, Kin-han Barbara. "Some problems in the written English of lower-sixth form students in Hong Kong a study of errors made in the verb group /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B43893181.
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Kwok, Kit-yee Belinda. "A study of the communicative strategies used by the sixth form students in a small group discussion." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949083.
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Chan, Kin-han Barbara, and 陳建嫻. "Some problems in the written English of lower-sixth form students in Hong Kong: a study of errors made in the verbgroup." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B43893181.
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Kwok, Kit-yee Belinda, and 郭潔儀. "A study of the communicative strategies used by the sixth form students in a small group discussion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949083.
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Fagerlund, Lina, and Helena Persson. "Communicative Language Learning in English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28454.
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I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.<br>This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.
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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.
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Plumlee, Marilyn Kay. "Making do with what you've got the use of prosody as a linguistic resource in second language narratives /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765031661&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233341179&clientId=23440.
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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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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.
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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.
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Lee, Mee-oi. "An assessment of the degree to which a secondary school's English language teaching pilot scheme correlates with the principles of the communicative approach." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B42128249.
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Kwok, Hong-lok. "Developing an error analysis and error correction strategy for form 6 English composition classes in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949071.
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Faraz, Nuzhat. "The use of English during English lessons : A qualitative study of two teachers’ views." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94153.
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This study investigates the use of English during English lessons in Years 5 and 6. In order to do that, three research questions were formulated. In order to collect material to answer these research questions, two methods of data collection were combined, namely observations and interviews. Two English teachers at a school in the Stockholm area were observed and interviewed. These observations and interviews helped to collect the material. The result showed that the Swedish language dominates during English lessons. The teachers reported to be determined to use a large amount of English during their lessons; however, it was clear from the observations that this was not the case in practice. The teachers justified their choice of language by stating that the latest research proves that the students should not devote most of their energy to understanding the language as they should instead focus on the tasks. In order to answer the third research question both the teachers were interviewed. They stated that they use different exercises to address the goals of the curriculum.
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Al, Swaidan Raneem Saleh Abdul Rahman. "Language and culture: representations of English-speaking cultures in 1st year secondary english language coursebooks in the Kingdom of Saudi Arabia." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/12081.
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Chen, Lih-Mei Donna. "Taiwanese junior high school English teachers' perceptions of the washback effect of the basic competence test in English." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039116364.
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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains x, 187 p. Includes abstract and vita. Advisor: Keiko K. Samimy, College of Education. Includes bibliographical references (p. 141-147).
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Yang, Chen-Yuan. "Promoting communicative competence through drama in elementary English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.
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Comeau, Liane. "The communicative competence of young French-English bilingual children /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84497.
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The communicative competence of bilingual children involves a large array of skills---they must not only acquire the full range of communication skills of monolinguals but also learn when, how and with whom to use each language. This dissertation features three studies on the communication skills of bilingual children (French-English bilinguals aged 2.5 and 3 years from the Montreal area). Studies 1 and 2 explored these children's ability to make appropriate language choices by studying their responsiveness to two types of cues: The first study investigated whether children's language choice is influenced by their interlocutor's code-mixing; the second study examined whether children change their language in response to their interlocutor's requests for clarification following the children's use of the inappropriate language. The children demonstrated that they were capable of making on-line adjustments in their language choice in response to both types of cues, thereby showing that sensitivity to cues for language change is part of bilingual children's communicative competence from a young age. Study 3 compared bilingual and monolingual children's responses to requests for clarification following breakdowns in communication due to problematic aspects of their utterances such as speaking too softly or mispronouncing words. The findings revealed no significant differences between the bilingual and monolingual children's responses and suggest that the acquisition of conversational repair skills is not influenced by the simultaneous acquisition of two languages. Together, these three studies contribute to the understanding of the skills underlying children's ability to make appropriate language choices and suggest that the unique demands of bilingual interpersonal communication do not interfere with the acquisition of more general communication skills.
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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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Gilmore, Alexander. "Getting real in the language classroom : developing Japanese students' communicative competence with authentic materials." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11928/.
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The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. It was hypothesised that the ‘richer’ input provided by authentic materials, combined with appropriate awareness-raising activities, would be better able to develop a range of communicative competencies in learners (linguistic, pragmalinguistic, sociopragmatic, strategic and discourse competences). Ninety-two 2nd year English major students, of similar proficiency levels, were assigned to either a control or experimental group for the period of the trial. The control group received input from two textbooks commonly used in Japanese universities, while the experimental group received input from authentic materials (films, documentaries, ‘reality shows’, TV comedies, web-based sources, home-produced video of native speakers, songs, novels and newspaper articles), designed to allow students to ‘notice’ features of the discourse which could help them develop some aspect of their communicative competence. The hypothesis was tested with a batch of eight pre/postcourse measures, designed to tap into different aspects of learners’ communicative competence or language skills: a) Listening; b) Pronunciation; c) ‘C’-Test; d) Grammar; e) Vocabulary; f) Discourse completion task (DCT); g) IELTS oral interview; h) Student-student role-play. These were supported with qualitative results from learners’ diaries, case-study interviews with subjects from both groups and transcripts of classroom interaction. Univariate analysis of the pre/post-course tests, using ANCOVA, indicated statistically significant differences between the two treatment groups, with the experimental group out-performing the control group in five of the eight communicative competence measures. The qualitative results of the trial helped to account for these differences in performance, suggesting that the authentic materials, and their associated tasks, allowed learners to notice a wider range of discourse features than those generally available in textbook input. They also indicated a clear preference in the experimental group for authentic materials over textbooks, suggesting that learners found them more interesting, varied and challenging, and better able to meet their perceived future language needs. Finally, the qualitative results demonstrated that, for learners, social goals often override instructional goals in the classroom, suggesting that classroom-based research benefits from both an emic and etic perspective in order to fully account for results.
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Pujol-Ferrń, Mercè. "The design and evaluation of a Hypercard application : ESL through the communicative approach /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11544818.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 140-144).
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Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.
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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observations and experience, and ideation based on the theory of CLT. The analysis resulted in three communicative pronunciation tasks which each include communicative features. However, each of the tasks also face challenges in realising the principles of CLT and are therefore examples on how to begin developing new language tasks, rather than finished model examples of communicative pronunciation tasks. Further research should be conducted in order to prove the functionality of the CPTs presented in this thesis, and to develop them further.
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Maybury, Mark Thomas. "Planning multisentential English text using communicative acts." Thesis, University of Cambridge, 1991. https://www.repository.cam.ac.uk/handle/1810/237035.
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The goal of this research is to develop explanation presentation mechanisms for knowledge based systems which enable them to define domain terminology and concepts, narrate events, elucidate plans, processes, or propositions and argue to support a claim or advocate action. This requires the development of devices which select, structure, order and then linguistically realize explanation content as coherent and cohesive English text. With the goal of identifying generic explanation presentation strategies, a wide range of naturally occurring texts were analyzed with respect to their communicative sttucture, function, content and intended effects on the reader. This motivated an integrated theory of communicative acts which characterizes text at the level of rhetorical acts (e.g., describe, define, narrate), illocutionary acts (e.g., inform, request), and locutionary acts (e.g., ask, command). Taken as a whole, the identified communicative acts characterize the structure, content and intended effects of four types of text: description, narration, exposition, argument. These text types have distinct effects such as getting the reader to know about entities, to know about events, to understand plans, processes, or propositions, or to believe propositions or want to perform actions. In addition to identifying the communicative function and effect of text at multiple levels of abstraction, this dissertation details a tripartite theory of focus of attention (discourse focus, temporal focus, and spatial focus) which constrains the planning and linguistic realization of text. To test the integrated theory of communicative acts and tripartite theory of focus of attention, a text generation system TEXPLAN (Textual EXplanation PLANner) was implemented that plans and linguistically realizes multisentential and multiparagraph explanations from knowledge based systems. The communicative acts identified during text analysis were formalized as over sixty compositional and (in some cases) recursive plan operators in the library of a hierarchical planner. Discourse, temporal, and spatial focus models were implemented to track and use attentional information to guide the organization and realization of text. Because the plan operators distinguish between the communicative function (e.g., argue for a proposition) and the expected effect (e.g., the reader believes the proposition) of communicative acts, the system is able to construct a discourse model of the structure and function of its textual responses as well as a user model of the expected effects of its responses on the reader's knowledge, beliefs, and desires. The system uses both the discourse model and user model to guide subsequent utterances. To test its generality, the system was interfaced to a variety of domain applications including a neuropsychological diagnosis system, a mission planning system, and a knowledge based mission simulator. The system produces descriptions, narrations, expositions, and arguments from these applications, thus exhibiting a broader range of rhetorical coverage than previous text generation systems.
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Lai, Chun-nei Jenny. "Is there any difference in non-native English speaking students' use of communication strategies with or without the presence of native speakers of English in small group discussion?" [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709739.
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Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.
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Chang, Jen-Chieh. "Improving communicative competence in the teaching of English as a foreign language in Taiwan." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1139.
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Bamfield, Vincent Mark. "Chinese tertiary students' willingness to communicate in English." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10125.
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With the growing number of students from China who study abroad, many initially struggle to engage with native English speakers due to limited opportunities to develop oral English skills within their homeland (Gu and Maley, 2008). The reasons why Chinese students' may exhibit varied levels of motivation to engage with others when they study abroad is not well understood. This thesis has employed MacIntyre's "Willingness to Communicate" pyramid model (MacIntyre et al., 1998) as a theoretical model to underpin this study. An 18 month longitudinal study was carried out upon a group of 24 tertiary students from China who were undertaking an undergraduate degree in Britain. Qualitative data were gathered by means of carrying out 60 interviews employing a multi-lingual platform. The study sought to understand the factors which may influence the reasons for the changes in students' Willingness to Communicate and Communicative self-confidence as they studied in Britain and also to identify any additional variables influencing them. The results of this research showed there to be a wide range of factors influencing Chinese students' L2 communicative behaviour. Some of these factors were linked to their home and education background in China. Others were linked to how they responded to others in English within differing communicative contexts. This study concluded that Willingness to Communicative within a Chinese context to be a complex phenomena as Chinese students may respond to interlocutors in differing ways. Hence, this study has contributed to our understanding of Chinese learners of English in that a wide range of variables have been identified, which may impact upon Chinese students' communicative behaviour. The model which MacIntyre and his associates formed, was found to be a helpful model in comprehending Chinese student's L2 communicative behaviour. However, this study has developed MacIntyre's model by identifying other culturally specific factors which were not covered. This research has also enhanced our comprehension of Chinese students' communicative behaviour within authentic English speaking environments, with both native and non native English speakers. Finally, this study has highlighted that there are significant cognitive factors which also impact upon Chinese students' Willingness to Communicate, suggesting the need to undertake additional future research in order to further investigate this area.
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Belsey, Nicola. "Communicative Activity in the English Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33002.
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The purpose of this essay is to investigate Year 5 pupils’ evaluation of their own abilities regarding spoken English and to see if this is reflected in an individual’s communicative activity and participation in the lesson. This essay also poses the question if it is possible to increase spoken communicative activity in the lesson through a three-week programme of interactive exercises designed to emulate the criteria of the syllabus and the National Test. A class of 24 pupils participated in the study. The material was collected through a pre-study questionnaire and a post-study evaluation, class logbook writing after each activity and my own active observations as teacher. Results show that although the majority of pupils at this age believe they can cope in a communicative situation in English, this is no guarantee of their active participation in classroom speaking activities. However, communicative activity can be increased with the establishment of the dialogical classroom characterised by genuine discourse, authentic questions and subjects relevant to the age group. At this stage, differences can be witnessed in pupils’ language skills with some able to use language strategies to achieve understanding whilst others rely on translation into their mother tongue. The study concludes that controlled practice helps those pupils with lower self confidence in the subject and pair- or group work maximises participation from all parties. It is essential that the teacher draws on the pupils’ enthusiasm for the subject in order to create a successful forum for language acquisition.
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Li, Rong. "When West Meets East: Communicative Language Teaching in China." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2237.pdf.
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Lopez, Francesca. "Educational Policy and Scholastic Competence Among English Language Learners." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.
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In this study, I explore the potential impact of differing educational policies and reform efforts that influence state and federal standards-based assessments and their interpretations. Specifically, I examine the educational policies of Arizona (Structured English Immersion [SEI]) and Texas (bilingual education) for their effect on the belief systems of students, parents, and teachers. I also examine the role of identity and language in the motivation to learn and student disposition toward school among English Language Learners (ELLs). In support of a co-regulation model of emerging identity, acculturation, acculturative stress, and student perceptions of scholastic competence, student disposition toward school, and student motivational dynamics contributed to the accurate prediction of 77.5% of the participants' group membership in either SEI or bilingual education. ELLs in bilingual education had higher perceptions of scholastic competence than ELLs in SEI (d = .54). Four types of dispositions toward school, Pride in Achieving, Participation and Belonging, Literacy, and Math, were higher for ELLs in bilingual education than for ELLs in SEI. Contrary to the hypothesized results, however, there were no differences in the Rigid and Right disposition between ELLs in SEI and bilingual education. In reference to motivation, scores on Disengaged and Distracting were higher for ELLs in SEI (Arizona) than for ELLs in bilingual programs (Texas). However, contrary to the hypotheses, Good Worker/Engaged Learner, and Struggling and Persistent were higher for ELLs in SEI than for ELLs in bilingual programs. I conclude by discussing the potential impact of differing educational policies and reform efforts on the belief systems of ELLs, their parents, and teachers.
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Dotte, Zúñiga Ronald. "Defining levels of pragmatic competence in English in Chilean pre-service English language teachers." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/132579.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa<br>The study reported in this thesis investigated how the pragmatic abilities of three groups of English Language Teaching student in a Chilean University could be classified. The speech act of request (Saeed, 2009) was considered as the speech act of choice to evaluate the pragmatic performance of the participants. Bachman’s (1990) Model of Communicative Language Ability along with The Common European Framework of Language Reference (Council of Europe, 2001) were used to stablish the language domain that was to be assessed. Transcriptions of the participants were analyzed using a rubric designed specifically for this purpose. The analysis showed that the ELT students’ performance could be classified in three different levels. Furthermore, only two of these groups had a marked pragmatic performance, whereas the other could be considered a transition of two different levels of performance. These findings are expected to raise awareness of the importance of this ability in the instruction of English as a second language.
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Young, Tony Johnstone. "Intercultural communicative competence and the teaching and learning of English as a foreign language." Thesis, Birkbeck (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441992.
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Rafiee, Abdorreza. "Variables of communicative incompetence in the performance of Iranian learners of English and English learners of Persian." Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283460.
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Pena-Dix, Beatriz Maria. "Developing intercultural competence in English language teachers : towards building intercultural language education in Colombia." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12619/.
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This research is a qualitative exploratory, constructivist study that aims to investigate Colombian (public sector) English language teachers’ existing or prospective intercultural communicative competence (ICC) to understand their teaching profiles and then to be able to build upon them. To achieve my aims, teachers’ perspectives on culture and interculturality are explored based on the underpinning assumption that there is a need to transform language education in Colombia and move forward from the «cultural turn» to the «intercultural turn». Within this vision of language teaching, teachers can become, in a near future, intercultural mediators who enlarge the objectives of contemporary language teaching to build Third Spaces for dialogue and negotiation through English. This study is motivated by one main research question: how do Colombian English language teachers’ current practices, beliefs, and professional self-concepts relate to an envisaged profile of the intercultural English language teacher? This question is embedded in the research aim of providing a comprehensive understanding of current English language teaching in Colombia, including teachers’ experiences and perspectives on culture and interculturality. While exploring the literature on ICC, insight was gained into how the teaching of languages becomes a natural scenario to develop ICC and the transformed role of the language teacher as an agent of change and pedagogical progress in transnational and global contexts (Crozet, 2017; Guilherme, 2002, 2007; Porto & Byram, 2015; Risager, 2000, 2007; Sercu et al., 2005). The empirical findings show that teachers feel positively disposed to intercultural competence English language teaching (IELT), but their approaches to culture are mainly essentialist and nationalist, based on communicative language teaching (CLT) approaches. Despite efforts and infrequent demonstrations of IELT, their profile does not meet yet the expectations pertaining to the knowledge, skills and attitudes that are desirable for IELT. However, they have a positive disposition to advance towards IELT. Based on these findings, a tripartite model and a statement of philosophy were proposed to help English language teachers move forward towards ICC. Finally, this investigation provides valuable insights into the status quo of ICC and ELT in Colombia and has practical implications for ELT education programmes, teachers and policy makers who are interested in reanalysing ELT in Colombia.
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Damnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films." full-text, 2008. http://eprints.vu.edu.au/2023/1/damnet.pdf.
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This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication. The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films. Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests. The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had: (a) more positive attitudes towards nonverbal communication of English native speakers, (b) a higher level of understanding of nonverbal communication of English native speakers (c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker, and, in addition, (d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers. Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice.
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Huang, Shu-Hsien. "Developing the English communicative competence of junior college students in Taiwan: A curriculum design project." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1149.
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Wong, Suk-fun. "Teachers' perceptions of communicative language teaching in Hong Kong secondary language classrooms : an investigation into the implementation of the syllabus for english (Forms I-V) /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883110.
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Echeverría, Daniela, Gregorio Godoy, Carolina Norambuena, et al. "Acquisition of Lexical Competence in English as a Second Language." Tesis, Universidad de Chile, 2007. http://repositorio.uchile.cl/handle/2250/110496.
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Flores-Salgado, Elizabeth. "A pragmatic study of developmental patterns in Mexican students making English requests and apologies." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/28866.
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"September 2008".<br>Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.<br>Bibliography: p. 189-196.<br>The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and apology. Their English performances were compared to those of 12 American English native speakers in order to provide base-line cultural data. Thirty six Mexican Spanish native speakers also participated as a control group in order to analyse the role of the mother tongue in the performances of the EFL learners. The data, collected using a carton oral production task (COPT), were analysed quantitatively and qualitatively. Results showed three important findings that illuminate the relationship between pragmatic development and grammatical competence and lent support to Kasper and Rose's (2003) claim of a universal pragmatic principle. The first finding suggested that basic adult learners possess a previous pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, and to assemble (from the linguistic structures available to them) an utterance that conveys a pragmatic intention and satisfies the communicative demands of a social situation. The second finding revealed that there are two essential conditions to communicate a linguistic action: the knowledge of the relevant linguistic rules and the knowledge of how to use them appropriately and effectively in a specific context. Without an elementary knowledge of the linguistic rules, it is impossible to select the forms to realize a speech act in a target-like manner. The findings further suggested that advanced learners possess the grammatical knowledge to produce an illocutionary act, but they need to learn the specific L2 pragmatic conventions that enable them to know when to use these grammatical forms and under what circumstances.<br>Mode of access: World Wide Web.<br>xi, 238 p. ill
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Siu, Kwai Peng. "Exploring the pragmatic competence of EFL learners in the production and judgement of formal written requests." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/42561.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2008.<br>Bibliography: p. 404-418.<br>Introduction -- Literature review -- Methodology -- Results -- Discussion -- Conclusion.<br>This study sets out to examine the pragmatic competence of Cantonese adult learners of English possessing different levels of proficiency when performing the speech act of requesting for a formal purpose in writing. Pragmatic judgment - one of the two aspects of pragmatic competence - was examined by studying the most proficient group (i.e., native Cantonese-speaking EFL teachers at university), whereas pragmatic performance - the other aspect of pragmatic competence - was examined by studying the two weaker groups (i.e., university students at two language proficient levels). Both pragmatic judgment and pragmatic performance were examined by investigating the same four dependent variables (i.e., politeness, directness, formality and amount of information). Teacher data, collected through a Pragmatic Judgment Questionnaire completed and returned by sixteen EFL teachers (eight native Cantonese speakers and eight native English speakers) and by means of individual interviews, were analyzed quantitatively for responses to twelve questions and qualitatively for responses to an additional two questions. Student data, consisting of both experimental and authentic letters and e-mails, were analyzed quantitatively. -- Main research findings suggest: *It is possible for very proficient NNSs of English, (i.e., the EFL teachers in this study), to achieve native-like pragmatic judgments in most aspects, except for their views on several pragmatic considerations (i.e., "unnaturally polite" expressions, usefulness of "negative" words, supportive moves not to be used and writing plans preferred). *As the English proficiency of L2 learners improves from Grade E to Grade A/B (as determined by the Hong Kong A-level Examinations in the subject "Use of English"), their pragmatic performance shows improvement. -- For pedagogical reasons, a qualitative analysis was conducted for Questions 1 and 2 in order to generate examples of "unnaturally polite"/ "polite" / "impolite" expressions and to provide examples of inappropriate supportive moves in relation to three writing topics.<br>Mode of access: World Wide Web.<br>xvii, 576 p
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Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.
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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students' learning difficulties, and hence to the achievement of their communicative competence.
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鈴木, 克彦, and Katsuhiko Suzuki. "Teacher's English Storytelling : Stories and skills to tell." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 2000. http://hdl.handle.net/2237/5118.
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Sawir, Erlenawati 1960. "Communicating in English across culturesthe strategies and beliefs of adult EFL learners /." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7807.
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Brenes, Carvajal Marlene Gerardina del Carmen. "Initial development of English language teachers in Mexico." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/45945.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009.<br>Bibliography: p. 167-188.<br>Introduction -- Contextual background -- Literature review -- Methodology -- Pre-service teachers' beliefs about being a teacher -- Practicum students' beliefs about the teaching experience -- Teachers' first year experience: beliefs and reflections -- Conclusions.<br>This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Specifically, it examines their beliefs about teaching and about themselves as English teachers in different stages of initial professional development. The participants reflected on their experiences as English language learners, students, teaching practicum students and as first year teachers in a follow up study. -- This thesis is composed of three studies that are linked by involving the same participants. The studies follow these participants through different stages in their initial development as teachers.The research is set within the qualitative research paradigm and draws on qualitative data and interpretive analysis. The data were retrieved using the following procedures: autobiographies, a focus group interview, journals, personal interviews and short narratives. -- Responses to the following research questions emerged through the different stages of this thesis. 1. What initial beliefs do pre-service and beginning students hold about being a teacher? 2. Do these beliefs evolve or change during the initial stages of their teacher development? 3. Do their experiences during their initial stages of their development influence their beliefs? -- There is little research on English language teacher beliefs in Mexico. It is considered that research in this area can contribute to the understanding of the processes of what English language teachers' beliefs are and how they evolve or develop over time and the influences that they may have on the actual teaching process. This research may contribute to bring to the attention of English language teacher preparation programs the necessity of providing opportunities for student-teachers to unpack their beliefs and reflect and view them in the light of the courses and their practice in order to create an understanding of the Mexican educational context of which they will be a part.<br>Mode of access: World Wide Web.<br>viii, 265 p
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Mostert, Annamarie. "A language programme evaluation : English as language of learning and teaching / A. Mostert." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2032.
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Nguyen, Corinne. "Using New Testament parables in ESL teaching for the development of communicative competence." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.
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Lee, Kam-cheung Francis. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22227155.
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Suda, Kyoko. "Developing metaphoric competence through schemata-building for English learners in Japan." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2768.
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Chen, Mei-Fen. "Academic competence for technical reading in English as a foreign language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2162.
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This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.
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Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.
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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.
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Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.
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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).