Dissertations / Theses: 'English language Race awareness'

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Center, Carole Eileen. "The representation of race in composition studies and stories /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188838.

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Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.

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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects.
The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education.
The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.

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Tourn, Travers Leticia. "Phonological awareness and explicit instruction in an EFL classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/470.

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Canilao, Paz N. Fortune Ron. "Audience awareness an inquiry into its impact in ESL composition /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115222.

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Thesis (D.A.)--Illinois State University, 1990.
Title from title page screen, viewed November 23, 2005. Dissertation Committee: Ron Fortune (chair), Irene Brosnahan, Jan Neuleib, Glenn Grever, Russell Rutter. Includes bibliographical references (leaves 211-231) and abstract. Also available in print.

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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.

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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demands
Tämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia

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Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.

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Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.

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Wong, Man-ching Vanessa. "The effect of phonological awareness on learning English as a second language : a study with Korean and Chinese subjects /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38710833.

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Lam, Kin-ching Kobe. "Phonological awareness in Cantonese-English bilingual preschool children." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279265.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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Bass, April R. VanPool Todd L. "Social perceptions of speech a study of student awareness of standard American English and one rural Missouri variant /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6482.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Todd VanPool. Includes bibliographical references.

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Almegren, Afnan. "Saudi EFL learners' awareness of world Englishes : second language varieties." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232282.

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It is important to understand the attitudes of students towards varieties of English so that better pedagogical and educational policies can be created and adopted. This study therefore attempts to investigate the attitudes of young Saudi EFL learners towards the concept of World Englishes in the context of their culture. The preference of Saudi learners for one variety of English over the others is also explored. Research on the awareness of World Englishes among Saudi EFL learners is limited; this study is designed to fill this gap. For the purpose of this research, three objectives were formulated – to understand how World Englishes, and second language varieties in particular, are perceived in the Saudi Arabian context by EFL learners; to explore the apparent domination of one English variety over others based on Saudi EFL learners' points of view; and to understand reasons behind the preference for one kind of English over the others. The study was conducted through both direct and indirect techniques of attitude measurement, via questionnaire and interviews. The questionnaire was designed as a verbal guise test combined with closed and open-ended questions. The sample of this study was a mixture of adult male and female students from two of Saudi Arabia's largest public educational environments. The findings of this study reveal that Saudi students are aware of at least some of the varieties of English. However, their attitudes towards these different world Englishes vary. They perceive British and American English as the standard benchmark and are not very accepting of non-native variants of World Englishes. It was also found that although most students preferred the English of native English teachers, they wanted to be taught by a teacher from Saudi Arabia because of their shared background.

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Kwok, Ka-man. "Phonological awareness and the ability to read English as a second language." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36855492.

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Jorge, Beatriz Silva Pinto. "Acquisition of Sociocultural Awareness by Teachers of English as a Foreign Language in Brazil." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1087843642.

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Andrews, Stephen James. "The metalinguistic awareness of Hong Kong secondary school teachers of English." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310483.

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Wong, Mo-yee. "The role of phonological and grammatical awareness in Hong Kong students' reading in English." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37514945.

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Kwok, Ka-man, and 郭家敏. "Phonological awareness and the ability to read English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36855492.

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Hung, Shing-kam Phoebe. "The effect of phonological awareness training on the reading achievement of late English learners." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40717161.

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Evinger, Kathryn Lynn. "Understanding the importance of phonemic awareness." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1628.

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The goal of this project will be to design a phonemic awareness handbook which will be discussed at a kindergarten staff in-service. The information in the handbook will explain the concept of phonemic awareness and its importance to successful reading acquistion. The handbook will also provide some phonemic awareness assessment inventories as well as some activities.

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Lepine, Christine. "Adolescent learners' awareness of first language influence on their second language knowledge." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33912.

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This research is a replication and expansion of Lightbown and Spada (2000) which investigated the metalinguistic awareness of 11--12 year-old francophone learners of English as second language (ESL). Their research examined whether young L2 learners were able to make explicit L1 rules influencing their L2 performance. The present research builds on Lightbown and Spada (2000) by comparing their findings to those of older and more proficient francophone ESL learners (12--16 years old) in secondary school. As observed with the younger learners in Lightbown and Spada (2000), the interlanguage of the older learners revealed a clear influence of transfer of French even though they were more accurate in their overall performance. The results also indicated that the older learners were capable of considerable metalinguistic awareness regarding the target features (question formation and adverb placement). This contrasts sharply with Lightbown and Spada's (2000) in which there was no evidence of metalinguistic awareness on the part of the younger learners.

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Gomes, Deisiane de Oliveira. "Developing awareness raising of rhetorical aspects in English as an additional language." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2012. http://tede2.pucrs.br/tede2/handle/tede/2033.

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Learning a language is not just knowing its vocabulary, grammar and phonology. These are undoubtedly important aspects of language. On the other hand, in order to be able to communicate efficiently the learner also needs to be familiar with the pragmatic aspects of language. Bearing this in mind, we will propose an analysis of two texts (one literary and other political). We will discuss Rhetoric considering it a subarea of Pragmatics and analyze its theoretical issues and application. Afterwards we will compare it to Speech Act and Conversational Implicature theories. The aim of this research is, then, to compare both theories and check if it is possible to work with both in the same analysis as complementary tools to promote a more complete analysis of texts and speeches. With the final considerations we intend to suggest for English as Additional Language (EAL) teaching, as well as for first language teaching, strategies aspiring to promote pragmatic awareness raising skills among students, being included the rhetorical awareness.
Aprender uma l?ngua n?o ? somente conhecer seu vocabul?rio, gram?tica e fonologia. Estes s?o, sem d?vida, aspectos importantes da l?ngua. Por outro lado, para se tornar apto a comunicar-se eficientemente, o aprendiz tamb?m necessita estar familiarizado com os aspectos pragm?ticos da l?ngua. A fim de demonstrarmos isto, faremos uma an?lise de dois textos (um liter?rio e outro pol?tico). A Ret?rica ser? discutida como sendo uma sub?rea da Pragm?tica, e analisando suas quest?es te?ricas e aplica??o. Posteriormente, ser? feita uma compara??o da Ret?rica com as teorias de Atos de Fala e Implicaturas Conversacionais. O objetivo desta pesquisa ?, ent?o, comparar ambas as teorias e verificar se ? poss?vel trabalhar com ambas na mesma an?lise como ferramentas complementares para promover uma an?lise mais completa de textos e discursos. Com as considera??es finais, pretende-se sugerir para professores de ILA, assim como para ensino de l?ngua materna, estrat?gias que visam promover a tomada de consci?ncia pragm?tica nos estudantes, nisto estando inclu?da a consci?ncia ret?rica.

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Gomes, Deisiane de Oliveira. "Developing awareness raising of rhetorical aspects in English as an additional language." Pontifícia Universidade Católica do Rio Grande do Sul, 2011. http://hdl.handle.net/10923/4057.

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Learning a language is not just knowing its vocabulary, grammar and phonology. These are undoubtedly important aspects of language. On the other hand, in order to be able to communicate efficiently the learner also needs to be familiar with the pragmatic aspects of language. Bearing this in mind, we will propose an analysis of two texts (one literary and other political). We will discuss Rhetoric considering it a subarea of Pragmatics and analyze its theoretical issues and application. Afterwards we will compare it to Speech Act and Conversational Implicature theories. The aim of this research is, then, to compare both theories and check if it is possible to work with both in the same analysis as complementary tools to promote a more complete analysis of texts and speeches. With the final considerations we intend to suggest for English as Additional Language (EAL) teaching, as well as for first language teaching, strategies aspiring to promote pragmatic awareness raising skills among students, being included the rhetorical awareness.
Aprender uma língua não é somente conhecer seu vocabulário, gramática e fonologia. Estes são, sem dúvida, aspectos importantes da língua. Por outro lado, para se tornar apto a comunicar-se eficientemente, o aprendiz também necessita estar familiarizado com os aspectos pragmáticos da língua. A fim de demonstrarmos isto, faremos uma análise de dois textos (um literário e outro político). A Retórica será discutida como sendo uma subárea da Pragmática, e analisando suas questões teóricas e aplicação. Posteriormente, será feita uma comparação da Retórica com as teorias de Atos de Fala e Implicaturas Conversacionais. O objetivo desta pesquisa é, então, comparar ambas as teorias e verificar se é possível trabalhar com ambas na mesma análise como ferramentas complementares para promover uma análise mais completa de textos e discursos. Com as considerações finais, pretende-se sugerir para professores de ILA, assim como para ensino de língua materna, estratégias que visam promover a tomada de consciência pragmática nos estudantes, nisto estando incluída a consciência retórica.

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Yeung, Pui-sze. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35726787.

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Engelhardt, Maike. "Generic pronouns and their influence on the speakers' language awareness." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1844.

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Eisenhower, Kristina. "American attitudes toward accented English." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79762.

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This study draws on previous research (e.g., Labov, 1969; Carranza & Ryan, 1975; Brennan & Brennan, 1981; Alford & Strother, 1990) which has revealed and confirmed the many language stereotypes and biases in existence in the United States The present study differs from earlier investigations in that it specifically addresses the current-day attitudes of American English speakers toward a selection of accents that include both native (U.S. regional) and nonnative (foreign or ethnic) accents of English.
The purpose of the present study was to determine the evaluative reactions of an American-born audience toward accented English speech. Fifty-three American college students listened to an audio recording of eight accented English speakers, four representing regional U.S. accent groups and four representing ethnic or foreign accent groups. The students' evaluative reactions indicated favoritism toward the American English speakers with a consistent downgrading of the ethnic speakers. Analysis of the personality ratings suggests that participants based their judgments to some extent on their perceptions of the accented speakers in terms of three dimensions: appeal, accommodation and aspiration. The conceptual affinity of these three dimensions and the subsequent revelation of three-dimensional model of "absolute accommodation" are discussed.
This exploratory study clearly implies a need for further research, particularly into educational programs or interventions aimed at countering the negative attitudes and stereotypes associated with language variety.

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Caravolas, Marketa. "The effect of linguistic input on children's phonological awareness : a cross-linguistic study." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60612.

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The subjects of the study were kindergarten and first grade speakers of Czech and English. The Czech language contains a considerably higher frequency and variety of complex syllabic onsets than English. Hence, it was hypothesized that if linguistic input affects children's phonological awareness development, Czech children should show higher levels of ability on the tasks. These differences were expected to appear in preliterate kindergarten children if linguistic input, more than literacy and/or general cognitive factors, impacts significantly on phonological awareness.
The finding that preliterate Czech children were more advanced in the ability to manipulate complex syllable onsets suggests that oral language input has an important effect on developing phonological awareness skills. Furthermore, its effect appears to be independent of the effects of literacy.

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Roberts, Anthony David. "The role of metalinguistic awareness in the development of a semiotic apprenticeship." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020776/.

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The current thesis explores the role played by metalinguistic awareness in language acquisition/learning and seeks to develop a theoretical framework in which the integration of 'knowledge about language' (KAL) in the school curriculum can be clarified in terms of curriculum planning and pedagogic practice. Chapter 1 unravels the confusion surrounding terms such as metalinguistic 'awareness' and/or 'consciousness' by relating them to the discussion on metacognition currently in vogue in cognitive psychology. A taxonomy of theoretical models is considered. Chapter 2 relates differences in the definition of metalinguistic awareness and its function in language acquisition/learning to the theoretical models outlined in Chapter 1. A socio-cultural viewpoint, it is argued, which views metalinguistic awareness arising out of the progressive decontextualisation of functional variants, is the most useful in interpreting existing data. Chapter 3 seeks to build on Chapter 2 by developing a more elaborated model of the role of metalinguistic awareness in the emergence of 'parasitic' language skills within a socio-cultural paradigm. The model examines the interdependence of skill and knowledge in the child's expanding linguistic repertoire and suggests a taxonomy of 'meta' processes facilitating such an expansion. Chapter 4 addresses the variability of metalinguistic skills among children in terms of their semiotic experience and, largely through a reconsideration of Bernstein's theory of codes, explores the implications of such variability for educational development. After a critical review of past practice, Chapter 5 proposes guidelines for the integration of KAL into the curriculum based upon the notion of the learner as 'reflective practitioner'. Chapter 6 concretises this approach by seeking to link differences in pedagogy between L1 and L2, and within L2 between second and foreign language learning, with differences in the extent of 'reflective practice' required. In conclusion, tentative suggestions are considered regarding the implications of such an approach for Initial Teacher Education.

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Pierre, René Marie-Carène. "“Hey G!” An Examination of How Black English Language Learning High School Students from Immigrant Families Experience the Intersection of Race and Second Language Education." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39108.

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The purpose of this study is to explore Black Canadian English language learning students’ acquisition and use of Black Stylised English. I will be looking at the use of Black Stylised English with respect to these students’ experiences of racial microaggressions, defined as everyday subtle acts of racism. This study poses the question: How does experiencing racial microaggression impact Black Canadian ELL students’ acquisition of Black English as a second language? This study was conducted in 2015 and draws on Critical Race Theory methodology with a focus on storytelling and counter-storytelling as a means to disrupt the dominant narrative. The participants were Black Canadian ELL students from immigrant families living in a metropolitan city in Northeastern Ontario attending after-school programs. A purposefully selected sample of 24 students who self-identified as Black and four support workers were examined. Data for this study was collected at three different after-school program sites. The first after-school program was located in a suburb at a seniors’ residence where students volunteered. The second after-school program was located in the downtown area and catered to newly arrived immigrants. The third site was located in the west end of the city and focused on the academic success of students from low-income families. The study found the following: first, all participants had experienced racial microaggressions. Second, there are similarities and differences in the participants’ experiences depending on the context. Third, experiencing racial microaggressions had an emotional effect on participants. Fourth, most participants did not know how to respond directly to racial microaggressions. Fifth, although they did not know how to respond to racial microaggressions, the boy participants used Black Stylized English as a defence mechanism to cope with the racial microaggressions. The girl participants acquired and used BSE to fit-in with other Black girls. In response to racial microaggressions the girl participants focused on losing their accents in order fit-in with their racialized White counterparts. Sixth, after-school programs operate on the basis of the authorized multicultural discourse.

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Patel, Chirayush C. "Cultural awareness in TESOL student and teacher material." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19969.

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Thesis (MPhil)--Stellenbosch University, 2012
ENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to which Cultural Awareness [CA] is present in the material. CA is herein defined as the use of empathy to explicitly examine the contextual variations which give rise to different languages and cultures with the aim of avoiding stereotypes and promoting a mediated third linguistic and cultural place which incorporates the variations of context inherent in a student’s L1 and WEs. The thesis provides an overview of TESOL methodology together with issues arising from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA and Cert.TESOL, are also examined with specific attention to their inclusion of references to CA. The examination of NHA is carried out with the use of Hofstede & Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of NHA. Finally there is a discussion of the extent to which CA is present in NHA and recommendations for the future development of ESOL and TESOL material.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen, veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit. Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers, naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede & Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL materiaal.

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Baker, William. "Intercultural awareness and intercultural communication through English : an investigation of Thai English language users in higher education." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66542/.

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Over the previous few decades there has been an increased emphasis on the cultural aspects of English language teaching. However, in settings where English is used as a global lingua franca the cultural associations of the language are complex and the role culture plays in successful communication has yet to be extensively investigated. To conduct such a study it is necessary to explicate the role and nature of English in global contexts and particularly how English functions as a lingua franca (ELF). Furthermore, a theoretical understanding of the relationships between languages and cultures in intercultural communication is needed, which emphasises the fluid and dynamic nature of any connections. The thesis focuses on cultural awareness (CA) as an approach to equipping learners and users of English for the diversity of intercultural communication. However, it is suggested that CA has still not incorporated an understanding of the multifarious uses of English in global contexts where no clear cultural associations can be established. Thus, intercultural awareness (ICA) is offered as an alternative which addresses these needs. This results in the formulation of research questions which aim to explore how ICA can best be characterised in an expanding circle setting and the role it plays in intercultural communication. Furthermore, this research also aims to explicate the relationships between the English language and cultures in such an environment and how this reflects on language use and attitudes. The study was predominantly qualitative utilising approaches associated with ethnography with the aim of producing a rich description of the research participants and their environment. The fieldwork took place over a six month period in a Thai university and seven participants formed the core of this study. The main data sources were recordings of the participants engaged in intercultural communication and interviews with the participants. These were supplemented with a survey, diaries, observations and documents from the research site. The findings of the study suggest that in successful intercultural communication culturally based forms, practices and frames of reference are employed as emergent, dynamic and liminal resources in a manner that moves between individual, local, national and global references. Furthermore, the results also indicated that ICA was a valid construct in the context investigated for explaining the types of cultural knowledge and related skills needed by participants to take part in successful intercultural communication through English.

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Rydahl, Susanna. "Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84.

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The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.

I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.

My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.

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Shum, Nui-ping Carol. "Phonological awareness in native Cantonese-speaking children with different English competences." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B3620951X.

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Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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Wilkerson, Kimberly. "An investigation of teaching phonemic awareness with and without syllable training a replication /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Choy, Wai-wan Stella. "Phonetic training and its relationship with phonological awareness, abilities to read and spell English words in local college students." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38886005.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-29) Also available in print.

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Liu, Li-E. "Register awareness and English language learning : the case of multi-word discourse markers." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27619/.

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Research in L2 learners' use of discourse markers (DMs), which largely focuses on single-word DMs and reports learners' overuse or underuse tendency, generally concludes that L2 learners need a keener register awareness in this regard. This lack of awareness in using DMs in accordance with the appropriate register, however, is not further pursued. Although extensive studies have been carried out in examining multi-word discourse markers (MDMs), researchers have exclusively focused on the formulaic nature of these MDMs. The linking nature that MDMs possess has been largely neglected. This thesis therefore aims to explore further the pragmatic awareness of L2 learners in their use of MDMs by including both corpus-based studies and experiments. Questions to be addressed include to what extent L2 learners exert their pragmatic awareness and use MDMs appropriately, and whether or not English proficiency affects the types and quantities of MDMs used by learners. The thesis first describes the usage patterns of the targeted MDMs in 4 native speaker (NS) corpora, leading to the creation of a formality continuum along which various MDMs can be placed. An additional investigation in the Cambridge Learner Corpus (CLC) shows that the overuse/underuse phenomenon has to be discussed by taking into account the semantic categories of MDMs. Two studies - the reaction time (RT) task and the multiple discourse completion task (MDCT) - are carried out with the goals of perceiving learners' pragmatic awareness and testing whether the learners' corpus-based results can be supported by the experimental data. The results show that advanced L2 learners notice the embedded formality mismatch better than the intermediate learners. The L2 participants in the two studies find identifying Concessive links the most difficult and this is supported by the fact that CLC learners also show a lack of register awareness in using Concessive MDMs. Future work includes applying the methodology to other multi-word units, recruiting different groups of L2 learners (ESL), and pursuing the thesis's implication for teaching.

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Yeung, Lau-luk Margery. "On the effect of Cantonese (L1) phonological awareness on the acquisition of English (L2) phonology among primary students in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3828022X.

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Liu, Kuan-Ting. "Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2807.

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This project serves as a resource to help teachers understand and meet the educational needs of second-language learners by promoting their metalinguistic awareness through peer response in writing in elementary English as a foreign language.

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Lin, Ke Ying Coco. "Exploring the relationship between metacognitive awareness and Macau young learners' English listening performance." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954305.

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Schramm, Mary Jane. "Effects of process journals on college basic writers' awareness of themselves as writers." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864912.

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In recent years, many composition teachers and theorists have turned to the process approach to writing in an attempt to better understand both the act of writing and the writers themselves. Even though various theorists have made headway in the analysis of students' writing processes, further research is needed to explore whether college basic writers are aware of their own writing processes and whether this awareness can lead to discovery of the self as a writer and to diminished writing anxiety.One way for students to become aware of their composing processes is through process journals, in which they write about their actions in creating and revising their papers. Using process journals as an independent variable, this project studied differences among three groups of basic writers at Ball State University: those who wrote process journals frequently, infrequently, and not at all. I evaluated effects of process journals on self-reported awareness of process, as measured by a Writing Skills Questionnaire, and on writing apprehension, as measured by the Writing Apprehension Test (WAT). To measure changes among groups over two semesters, I analyzed students' questionnaire responses using mean scores and two Analysis of Variance (ANOVA) tests.Results showed that process journals did have a significant impact on students' attitudes about themselves as writers and on their awareness and control of writing processes. This study did not find, however, that process journals significantly decreased students' writing apprehension scores. In addition, it did not find Ball State University's basic writing students to be highly apprehensive writers. Although further research is needed to verify these results and expand the scope of research in process journals, the initial findings here suggest that process journals can be an important part of many students' writing experiences.
Department of English

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Chu, Ka-bik Cindy. "The effects of improving phonological awareness and spelling ability through contrastive phonology a study of a Hong Kong primary classroom /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262086.

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Rehmann, Robyn G. "The effect of Earobics Step 1, software on student acquisition of phonological awareness skills /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181124.

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Thesis (D.Ed..)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Wong, Mo-yee, and 黃慕儀. "The role of phonological and grammatical awareness in Hong Kong students' reading in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37514945.

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Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.

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ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.

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Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.

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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.

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Li, Miu-ying. "The role of phonological awareness in native and second language reading development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3686349X.

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Wallin, Gustaf, and Jonathan Jaginder. "Swedish EFL Students' Awareness of Connotations : A quantitative and qualitative study on students' awareness of connotations." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44817.

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This study aimed to analyse Swedish EFL students' efficiency on connotations. Connotation isa word's implied meaning which brings neutral, positive, or negative associations in aconversation. In this study, connotations were examined in terms of their appropriateness ifused in different contexts. The purpose of this research was to investigate whether Swedishstudents of an intermediate level showed sufficient skills in comprehending a word'sappropriateness when compared to a native speaker. Furthermore, this study also aimed toanalyse in what ways students engaged in English during their spare time show a correlation tohigher test scores. The results indicate that the Swedish students' combined score on theconnotation test showed less than half of the full score. The results also highlight that thestudents who are engaged in English more frequently compared to those who are not showedhigher test scores.

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Wong, Man-ching Vanessa, and 黃玟靜. "The effect of phonological awareness on learning English as a second language: a study with Korean and Chinesesubjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38710833.

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Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Rempel, Chérie Jeannine. "Cultivating cross-cultural awareness through the use of literature in an ESOL classroom." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Bekos, Ioannis. "Phonological awareness and the process of learning to read in Greek-English bilingual children." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341400.

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Kelliny, Irene Marthe. "Needs analysis and language awareness in an EFL/ESP context : a case study." Thesis, University of London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262277.

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Dissertations / Theses on the topic 'English language Race awareness'

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