Dissertations / Theses: 'English language Remedial teaching'

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Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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Berwick, Richard. "The effect of task variation in teacher-led groups on repair of English as a foreign language." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29230.

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An experiment was conducted to determine how learners and teachers of English as a foreign language in Japan cooperatively attempt to improve the comprehensibility of their talk in English during performance of various conversational tasks. The basic practical issue under study was the possibility that certain kinds of teacher-led groups and tasks would be more effective in generating repair and negotiation of the language by which tasks are accomplished than others, and that these group-task combinations might eventually be employed as alternatives to traditional teacher-fronted forms of foreign language instruction. The study was operationalized in a 2 x 5 between-and-within subjects, repeated-measures analysis of variance design. Two, six-dyad, teacher-led groups -- homogeneous (Japanese teacher/Japanese learner) and mixed (native English speaking teacher/Japanese learner) -- were formed in order to compare the frequency of 12 repair exponents generated during performance of five tasks. Teaching goals were represented in two tasks, instruction in use of the string-searching function of a laptop computer 1) with and 2) without the computer physically present. Non-teaching (social and cooperative problem-solving) goals were embodied in three additional tasks, 3) free discussion, and construction of a Lego (snap-together) toy accomplished with participants facing 4) away from and 5) towards each other. Task categories were also divided into experiential and expository activities (respectively, Tasks 2 and 5, and Tasks 1 and 4) following a model for use of reference in English. Experiential dyadic activity was related to the occurrence of exophoric (pointing out) reference and expository dyadic activity to the incidence of anaphoric (pointing back) reference in the task transcripts. Results of the analysis of variance indicated that while tasks differed on the basis of repair and reference, the groups did not: Dyadic talk was more responsive to the nature of the task than to the language background of the teacher. Further analysis suggested more frequent and elaborate repair during tasks which combine non-teaching goals and experiential processes as compared with tasks emphasizing teaching goals and expository processes. Qualitative analysis of task transcripts supported this distinction and elaborated specific discourse functions for such repair exponents as referential questions and confirmation checks which characteristically co-occur in conversational discourse. Based on these findings, it was concluded that Japanese teachers are capable of generating appropriate conversational repair in dyadic interaction with learners largely on a par with their native English-speaking counterparts. To this extent, their potential contribution to learners' acquisition of a foreign language is of an equivalent value. Furthermore, teacher-led small groups can be effective contexts for generating a rich supply of conversational repair and. thus should be considered as alternatives to traditional teacher-fronted foreign language classroom instruction. Finally, tasks which support achievement of social and problem-solving (i.e., non-teaching) goals through experiential activity are effective contexts in which normal forms of conversational repair can be generated. Since such tasks can be adapted easily to classroom settings, they merit consideration among the range of task options available to teachers and other instructional planners.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Turnbull, Merrielle. "Becoming one with the university : basic writers and academic voice." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932630.

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Basic writers often require different courses than traditional Freshman Composition 1 students to succeed in college. Ball State University's basic writing program offers a two-semester sequence that provides students with additional time and attention, thereby addressing these students' special needs. The program encourages students to see themselves as academic writers and as part of the academic community.This study examined the degree of presence of academic voice in students' writing as measured at four intervals during the program's initial year. A 2 x 4 analysis of variance measured change in academic voice for female and male students, using the Academic Voice Checksheet. In addition, students' levels of confidence was measured using the Daly-Miller Writing Apprehension Test (W.A.T.) and correlated to the presence of academic voice using the Pearson product-moment correlation. Findings are presented in an analysis of the study group as a whole and in an analysis of six individual students' work. Those students' profiles were examined for overall academic voice, discrete features of academic voice, the W.A.T. overall scores, and specific questions dealing with student confidence.The analysis revealed that a change in the degree of presence of academic voice occured during the two-semester sequence. However, male and female students were seen to have the same basic profile, thereby suggesting no difference according to sex of student, challenging current gender theory. A comparison of the initial measurement and the final measurement indicated a positive change in a majority of academic voice scores.A correlation between the academic voice score and a decrease in students' writing apprehension was found in the final measurements. Five percent of students' W.A.T. score may be explained by the academic voice measurement. In the study group, 65 percent of the students showed a decrease in W.A.T. scores between the two measurements, indicating a positive lessening of writing apprehension.This study suggests that the basic writing sequence at Ball State University is providing an environment that facilitates students' use of academic voice and lessens their writing apprehension. Both factors enhance students' opportunities for academic success.
Department of English

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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Krasienko, Laura B. "Working together, writing together : the effects of in-class tutors on basic writers." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902502.

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For years, basic writers have been identified and labeled as remedial. Several alternative approaches have had limited success in terms of developing basic writers' skills. My study explores the potential of in-class tutoring to serve as an educational alternative to working with basic writers. Once Ball State's in-class tutoring was in place, I was faced with evaluating and justifying in-class tutoring in terms of department pedagogies, Writing Center goals, and effect on basic writers. However, in order to understand the Writing Center's role in basic writing programs, I had to design a study which would incorporate the most important factors of evaluation: assessment data and observation. My study identified key factors of in-class tutoring, to justify the continued existence and development of in-class tutoring at Ball State and possibly beyond. By breaking my analysis down into two areas, assessment data and observation, I isolated the individual aspects which affected the program. Although this data does not offer conclusive evidence about the program itself, the assessment data offers some interesting patterns of growth, and the observational data proved to be useful in terms of evaluating the program from an administrative perspective. My analysis of the issues and data lead me to conclude that in-class tutoring is worth evaluating and researching.
Department of English

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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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Urschel, Linda K. "A descriptive study of basic writing instruction in the Christian College Coalition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862274.

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This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes.
Department of English

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Tuberville, Brenda Gail. "Inside/out(sourced) the problematic nature of teaching basic writing at the community college /." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-05012007-160103/unrestricted/tuberville.pdf.

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Capps, John S. "Revising English 01 : the creation of a developmental reading and writing course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164549/.

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Grimm, J. Ed (Joseph Ed). "An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331745/.

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Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.

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Chow, Ee Waye Eva. "The application of cooperative learning in a remedial classroom in Hong Kong : a case study." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/552.

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Cheung, See-wan. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31927580.

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Nickolaisen, Darrel P. "After-school programs for English learners: A consideration of age and proficiency levels in effective reading remediation." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2337.

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This study reviews characteristics and needs of struggling readers from different age groups. It summarizes special needs characterizing english language learners in relation to reading remediation programs and compare such programs relative effectiveness for younger and older elementary students at various levels of English proficiency.

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Selinger, Barry Marc. "The effects of summarization training on community college developmental English students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170804/.

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Milmoe, Angela. "Boys' perceptions and experiences of their placement in a secondary school remedial program : An examination of self-esteem, attitude, motivation and reading achievement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1502.

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Remedial EngIish education has long focused on the development of students reading and writing skills, but research suggests that greater emphasis may need to be placed on affective factors such as self-esteem, motivation, attitude and perception. The influence of such 'non-cognitive' factors on any adolescent student's literacy development is often underestimated. For students experiencing difficulties in literacy, the interaction between perceived ability of degree of success in literacy and the affective factors often impact negatively on self-esteem, attitude and motivation. The relationship between self-esteem, attitude, perception, motivation and literacy needs to be explored, especially when dealing with students with literacy difficulties. This study examines the perceptions of lower secondary school students who had been placed in a remedial English program. It examined not only their perceptions of the program, but also their self-concept as readers, the value they place on reading and their motivation to read. The research differs from much of the earlier research by focusing on student perceptions, attitudes, expectations and recommendations rather than on teacher evaluation• or the effectiveness of remedial programs. The case study research was conducted on 24 boys from Years Eight to Ten in an Australian Catholic secondary school. The boys had been the placed in a 'Focus English Program' designed to improve the literacy competencies of students who had difficulties with reading and writing. The case study grew out of the researcher’s concern over the negative effect that placement in the program was having on students in terms of self-esteem, attitude, motivation and achievement. The negative effect on student achievement was noticeable particular for those who had been in the program for .an extended period of time. A comparison was needed of the perceptions and attitudes of Year Ten boys, who had been in the program for more than two years, with the perceptions of Year Eight and Year Nine students, who had been in the program for less than two years and who bad also taken part in a Self-Esteem Development Program. The research involved two phases. In the first phase of the study two surveys were administered and in the second phase a focus group interview was conducted. The first survey was the Motivation to Read Profile (Gambrell, et al, 1996) which yielded scores on two measures: Value of Reading and Self-Concept as a Reader. The second was a researcher-designed Perceptions Survey in which participants were asked to express their views about the Focus English Program. This survey examined student attitudes towards reading benefits and disadvantages of the Focus English Program, peer influences and recommendations for change. The second phase of the study involved the random selections of two students from each of the year groups participating in the study. These students then took part in a focus group which discussed the advantages and disadvantages of the Focus English Program, academic achievement parental attitudes and the issues students faced as a result of placement in the program. Results indicated that participants had strong opinions regarding the Focus English Program. All participants identified a number of advantages and disadvantages and aspects they believed were in need of change. The responses indicated that the Year Ten students were negatively affected by the program as they provided a number of strongly negative opinions, while the Year Eight and Nine students provided more balanced perspectives and identified a number benefits and disadvantages. Overall, the findings revealed the Year Ten group was extremely negative in terms of perceptions of themselves as learners and of the Focus English Program. Conversely, the Year Eight and Nine students were more positive and displayed a greater awareness of their difficulties and reasons for their placement in the Focus English Program. The findings suggest the Self-Esteem Development Program played a positive role in the achievement and attitude of students; and that students may become more negative if kept in a remedial program for a number of years. The findings also highlighted a need to re-examine curriculum and in particular the type of curriculum presented to remedial students. Participants indicated the need for more visual elements to be integrated into the curriculum as well as more choice in the types of materials assigned. The study highlights the importance of student perceptions and the influential role self-esteem, attitude and motivation play in learning. It argues that the Self-Esteem Development Program should be continued. It suggests that it would be improved by the introduction of a more consistent behaviour management program and that motivation would be improved by the provision of more computers for student use, more reading materials based on students’ interests, increased use of films and videos in the classroom, and more class excursions. It also recommends more targeted in-service programs for teachers dealing with Focus classes.

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

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Cheung, See-wan, and 張詩韻. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31927580.

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Simanga, Elizabeth Miyaze. "Teaching struggling adolescent readers in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005639.

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Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The presence of SARs in the classes observed was established by using informal methods such as the ESL teachers' experience (Caprivi region), while a sample of questions from PIRLS 2001 (Mullis, Martin, Gonzalez, & Kennedy (2003) was compiled to form a test used in the Otjozondjupa region. The findings show that despite undergoing initial teacher training and majoring in English, the five ESL secondary school teachers were not trained to teach SARs either how to read or how to support them. In addition, the study found that there was a shortage of reading materials in all five selected schools.

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Ferguson, Prince Michael. "Exploring visual learning in the basic writing classroom." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2395.

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For many students in basic writing classrooms the language of writing assignments, essay prompts and required reading is especially difficult. Therefore, some teachers are using approaches other than logical or linguistic methods to assist these students. This thesis details some of the methods teachers and researchers are using. Most significant is a case study that explores the use of visuals in a basic writing classroom. The results of the case study and a survey instrument suggest that there is a niche for alternative methods and the use of visuals in the basic writing classroom.

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Steinen, Nancy Sears. "A study of the use of wordmapping in ninth-grade remedial English classes." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/Steinen_Nancy_15.pdf.

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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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Alvring, Simon. "Laptops in English language teaching." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80200.

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The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

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Fung, Tak-kit. "Teaching the -ing forms." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626408.

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Yu, Siu-hung. "The teaching of English : a sociological perspective /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709685.

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

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

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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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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking.
This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

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Chan, Hoi-yan. "Changing English language teaching through ICT integration : an investigation /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474625.

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Monaghan, Connie. "Effective strategies for teaching writing." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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Dingwall, Silvia Claire. "The teacher variable in English language teaching." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.

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Dovgopol, H. A. "Innovations in English language teaching and learning." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10500.

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Coccetta, Francesca. "Multimodal Text Analysis and English Language Teaching." Doctoral thesis, Università degli studi di Padova, 2009. http://hdl.handle.net/11577/3426506.

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Corpora of spoken texts are commonly investigated by applying approaches borrowed from the investigation of corpora of written texts, partly due to the lack of adequate concordancing software tools. This common practice has somewhat limited the potential spoken texts bring to the study of oral discourse. Based on the theoretical and technical innovations which have taken place in the field of multimodal corpus linguistics (Baldry and Thibault, 2001; 2006a; 2006b; forthcoming), especially within the MCA project (Baldry, 2007b; 2008a; Baldry and Thibault, 2008), this thesis presents an alternative method for analysing spoken corpora for language functions and notions (van Ek and Trim, 1998a; 1998b; 2001). In particular, it applies the scalar-level approach developed within multimodal corpus linguistics to a corpus of 52 texts, carefully selected from the Padova Multimedia English Corpus (Ackerley and Coccetta, 2007a; 2007b), and demon-strates how this approach to text analysis facilitates the study of language functions and notions vis-à-vis their multimodal co-text (Baldry, 2008a). To illustrate this, the online multimodal concordancer MCA (Multimodal Corpus Authoring System) (Baldry, 2005; Baldry and Beltrami, 2005) was used to create, annotate and concordance the corpus in terms of functions and notions, as well as non-verbal features including gestures, dynamics and gaze. The findings of this research have been applied to English language teaching and learning by creating interactive activities illustrating the way in which corpora of spoken texts and multimodal concordancing techniques can be used by language learners and teaching material developers alike. The activities have been included in the online English course Le@rning Links (Ackerley, 2004; Ackerley and Cloke, 2005; Ackerley, Cloke and Mazurelle, 2006; Ackerley and Cloke, 2006; Ackerley and Coccetta, in press).
È pratica comune indagare corpora di testi orali utilizzando approcci presi in prestito dallo studio di corpora di testi scritti. Ciò è in parte dovuto alla mancanza di software adeguati per la loro interrogazione. Questa pratica ha alquanto limitato le potenzialità che corpora di tali testi offrono per lo studio della lingua orale. Questa tesi riprende i modelli teorici e gli strumenti informatici sviluppati dalla linguistica dei corpora multimodali (Baldry e Thibault, 2001; 2006a; 2006b; in fase di pubblicazione), e offre un metodo alternativo per lo studio di corpora orali per funzioni linguistiche e nozioni (van Ek e Trim, 1998a; 1998b; 2001). In modo particolare, la tesi applica il modello scalare, sviluppato dalla linguistica dei corpora multimodali, ad un corpus di 52 testi, accuratamente selezionati dal Padova Multimedia English Corpus (Ackerley and Coccetta, 2007a; 2007b), e dimostra come tale approccio faciliti lo studio delle funzioni linguistiche e delle nozioni vis-à-vis ciò che Baldry (2008a) definisce il co-testo multimodale. Per illustrate ciò, è stato usato il software MCA (Multimodal Corpus Authoring System) (Baldry, 2005; Baldry e Beltrami, 2005), grazie al quale si è potuto annotare ed interrogare il corpus dal punto di vista delle funzioni linguistiche e delle nozioni, ed anche dei gesti, dello sguardo e delle azioni, per mettere in evidenza l’interazione tra il linguaggio e gli altri sistemi semiotici. I risultati della ricerca sono stati applicati nell’ambito dell’apprendimento della lingua inglese nel contesto del corso online Le@rning Links (Ackerley, 2004; Ackerley e Cloke, 2005; Ackerley, Cloke e Mazurelle, 2006; Ackerley e Cloke, 2006; Ackerley e Coccetta, in fase di pubblicazione).

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Yu, Jyu-fang. "Learning and teaching the English Progressive in Taiwan /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008480.

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Shannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.

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Jorgensen, Mark R. "Teaching the limited English proficiency student." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Hardman, Frank Christopher. "A-level English language and English literature : contrasts in teaching and learning." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.

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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.

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Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Vassilenko, Larissa. "Discussion as a teaching method in remedial English university classes in Lebanon : an evaluation." Thesis, University of Leicester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427510.

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Wang, Xiaoping. "The origins and development of English language teaching in China /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11063610.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Includes bibliographical references (leaves 150-153).

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Lai, Paul F. "Civics English| Integrating Civics in Middle School English Language Arts Teaching." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930491.

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English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call “Civics English.” In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team’s development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers’ expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English.

The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children’s storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions.

Integrating civics causes shifts in the teachers’ practices of literary study, writing, and classroom discussion, as they orient students’ learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers’ work, students’ language and activity, and the civic event’s efficacy as an English teaching focal point.

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Mairs, Stephen Alfred. "Teaching English as a missionary language : a revised theory for the evangelical use of English language teaching for religious ends." Thesis, University of Wales Trinity Saint David, 2017. http://repository.uwtsd.ac.uk/737/.

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The aim of this research was to find ways that would help reconcile contested ethical and pedagogic issues raised by the phenomenon of Teaching English as a Missionary Language (TEML): that is, the evangelical Christian use of English Language Teaching (ELT) as a means for achieving religious ends. Four aspects of ELT were examined as a way to identify factors that could contribute to an improved understanding between evangelical Christians and opponents of the appropriation of ELT for religious ends. These were cultural and linguistic hegemony, teacher authority, ethical accountability and teacher identity. This was done by using a combination of qualitative research methods and theological reflection to analyse the data from four case studies about why and how evangelical Christians taught English to speakers of other languages. A revised evangelical identity was used to create an original theological theory of action that describes the characteristics of an evangelical practice of ELT in a way that addresses criticisms made by ELT professionals. The new theory describes how the integration of knowledge drawn from human experience, theology and the social sciences can contribute to the mediation of the Christian faith in modern society. It incorporates a Christocentric understanding of mission as missio Dei, moral transparency regarding evangelical Christian motivation for teaching English and the pursuit of pedagogic excellence. The contribution to the understanding and practice of ELT by evangelical Christians that this research makes is that, by a embracing a Christocentric paradigm of mission as missio Dei and adopting a dialogic collaborative pedagogy, evangelical Christians can make a unique contribution on the basis of their faith towards a redemptive and harmonious relationship with their students and the wider community of ELT professionals.

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Björnsson, Julia, and Sigrid Andersson. "Using Movies in English Teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36175.

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This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.

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Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.

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This field study report covers four major areas : 1. Error analysis in language teaching and learning and its procedures 2. The relevance of error analysis to the teaching of English as a foreign language in the Vietnamese situation 3. Analysis of errors made by Vietnamese speakers 4. The use of error analysis in teaching English to Vietnamese speakers. Error analysis can be a useful adjunct to second language teaching, since it serves two related but distinct functions : the one, practical and applied in everyday teaching, and the other, theoretical, leading to a better understanding of the second language learning acquisition process. This study emphasizes the practical uses of error analysis in teaching and correction techniques, materials development and syllabus design. It is hoped that error analysis will make some contribution to the teaching of English as a foreign language to Vietnamese speakers, whose language is quite different from English and whose culture is far from being similar to that of English native speakers. This study is aimed at helping Vietnamese teachers of English to change their attitude to students' errors and see them in a more positive way, rather than as signs of failure on the students' part. It is suggested that a teacher of English must be able to recognize errors when they occur, to form some idea of the kind of error made and also why they occur. Finally, he must then be able to draw, from the analysis thus made, some conclusions as to what and how he should teach.

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Leung, Constant H. "Bilingualism and English language teaching : an underdeveloped alliance." Thesis, University of Westminster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237508.

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Zhang, Tianqi. "Teaching unit on pets for English language learners." Kansas State University, 2015. http://hdl.handle.net/2097/19701.

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Master of Arts
Modern Languages
Mary T. Copple
Due to the fact that some English as a foreign language students lack motivation to learn English, this report will discuss how to promote their motivation by structuring appropriate lesson plans; giving students authentic L2 input; designing meaningful and communicative activities; choosing the right type of question to create learning opportunities; and using the guided inductive instructional approach for grammar teaching. Also, it will discuss how to prepare to be a 21st century teacher. The second part of this report contains detailed lesson plans for a unit on pets in which pedagogical theory is put into practice. This unit is mainly designed for low intermediate level English learners. The objectives of this lesson plan not only aim for improving students’ English language skills but also developing their animal and environmental protection awareness.

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Mitsigkas, Neophytos. "Using novels in English language teaching in Cyprus." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/19316/.

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This thesis reports on a mixed-methods descriptive study concerning the students and teachers’ perceptions of the role of literature – and novels in particular – in English language teaching and learning. Literature has always been a perpetual feature of language learning, and the transition from the aesthetic study of literature to its use as a resource for linguistic development in the language classroom has marked its implementation and use. For many decades, the use of literature for language teaching was marginalised because of the advent of communicative language teaching. Nevertheless, the current trend favours a resurgence of interest in using literature for language purposes, appreciating its valuable contribution in English language teaching. However, very limited empirical research has been done to examine the use of novels in language teaching. The quantitative component of this research involved 144 students of an English-speaking private school in Cyprus and 26 English language teachers. Both groups responded to a distinct self-completed questionnaire. A follow-up qualitative investigation was carried out with five of the teachers who completed the questionnaire. Lastly, twelve unstructured, non-participant observations were organised with the students who completed the questionnaire, in their classrooms. For a statistical analysis, IBM SPSS Statistics 19 was used, while the qualitative data analysis was done with NVivo 10 and the results from the quantitative and qualitative enquiry were then integrated in order to respond to six research questions. The findings of the study present the students and teachers’ beliefs on the role of novels in ELT and elucidate the acceptance of novels as an invaluable source of motivating and stimulating activities that can contribute to the increase of students’ language awareness. Additionally, the findings resulting from an examination of the students and teachers’ beliefs substantiate and promote the catalytic role of novels in developing an intercultural awareness, where language and culture are seen as interrelated entities and novels are perceived as vivid cultural representations.

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Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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Dissertations / Theses on the topic 'English language Remedial teaching'

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