Dissertations / Theses: 'English language – Study and teaching – Qatar'

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Al-Khwaiter, Jassim. "Communicative language teaching and curriculum innovation in the teaching of English as a foreign language in Qatar : a study of the classroom and its socio-cultural context." Thesis, De Montfort University, 2001. http://hdl.handle.net/2086/4250.

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Galalah, Abdelhalim Ali Hassan Abo. "English language in the State of Qatar : analysis of perceptions and attitudes as a basis for syllabus design." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1495/.

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El-Mereedi, Mary L. "Transactional Literature Discussions in English Language Teaching: An Investigation of Reader Stance and Personal Understanding Among Female Arabic-Speaking Learners of English at Qatar University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384349370.

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Nie, Junshan. "Teaching English as a second language, a phenomenological study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ54677.pdf.

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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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Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.

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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).

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AlKhars, Dalal Ali Mohammed Ali. "Creativity in English language teaching in Kuwait : a TESOL study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13928.

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The aim of this study is to investigate English language teachers’ understanding of creativity in the context of primary education in Kuwait. The meaning of creativity, and the factors that support or suppress it, are investigated from the point of view of female English language teachers in the primary stage in Kuwait. Most research in the fields of both TESOL and creativity in education has been undertaken in the West, some in the East, but very little in the Middle East (Craft, 2001a) in a context similar to that of Kuwait. In the context of Kuwait, creativity is called for in policy, but there is a lack of research and clarification as to what creativity means to English language teachers in their own context. The main approach to data collection and analysis was grounded theory. In the first stage of data collection, fifteen in-depth interviews and ten non-participant observations were carried out, to provide both breadth of research and depth of understanding. In the second stage, to enlarge the data, a survey (of seventy-five participants) was designed based on the findings of the first stage of data collection and analysis, as well as on the findings of previous literature. The participants were female TESOL teachers and senior teachers in primary schools in Kuwait. Findings from interviews, observations and questionnaires were consistent in many ways regarding the meaning of creativity in TESOL in the context of the study. All three methods of data collection revealed that creativity was perceived as a multi-faceted concept. The creative English language teacher was viewed as confident and self-directed. Using new and successful teaching material and methods, establishing good relationships with learners and being able to meet their needs in English language were associated with creative English language teaching. However, some findings emerged from certain data collection methods but not others. For example, the salience of clarity and freedom (autonomy) emerged from the interviews but not from the observations or questionnaire. All three methods showed similar supporting and suppressing factors for creativity. Supporting factors were both internal and external, notably the availability of teaching material (resources) and self-motivation. Suppressing factors were the lack of teaching aids and a negative school environment. The current study contributes to knowledge by expanding the understanding of two areas of research which are TESOL and creativity within the context of Kuwait, focusing on the voice of the primary stage teacher. The current study agrees with previous studies that creativity is associated with newness and value (Cheng and Yeh, 2006; Forrester & Hui, 2007) and the current study explained that newness and value are relative. The current research suggests that TESOL teachers can be creative in one or many aspects (Rietzschel et al., 2009). The current study agrees with previous studies that creativity is context related because there are creativity elements which are unique to the cultural context (Craft, 2001a; Grigorenko & Tan, 2008), but at the same time the current study proposes that creativity can be universal in some ways because of some common findings of studies from different contexts. Other contributions to knowledge points are clarity and freedom and their relation to creativity in TESOL. Clarity is not mentioned much in the literature, but can be linked to knowledge (Sternberg & Lubart, 1991). Freedom can also be related to autonomy and creativity (Sternberg, 2006b). The current research views that the process, product, person and place of creativity in TESOL are interrelated (Wallace, 1926; Fryer, 1996; Runco, 1997; Craft, 2001; Rhodes, 1961). Unlike previous studies, the current research into creativity in TESOL was not associated with artistic language, literature (Mok et al., 2006), or errors and violating language rules (Tin et al., 2010; Brown, 2001). The current findings are also different from the literature in that creativity was not linked to imagination (Beetlestone, 1998; Craft, 2000; Craft, Jeffrey & Leibling, 2001; Fryers, 1996; Egan et al., 1988; Craft, 2002, 2003a) or aesthetics (Craft, 2001a). On the other hand, creativity in TESOL is linked to personal traits including confidence, which agrees with the literature (NACCCE, 1999; Craft, Jeffrey, & Leibling 2001; Burnard et al., 2006; Craft, 2002; Craft, 2001b; Claxton et al., 2006; Fryer, 1996). The current study suggests more detailed the written preparation notes of the participants the less confident participants seemed to be. This can be related to the negative effect of evaluation on creativity (Sternberg, 2006b). The literature associated intrinsic motivational factors with creativity (Jones & Wyse, 2004, Sternberg, 2006b), but the current study shows that extrinsic as well as intrinsic motivational factors support creativity in TESOL. The current study suggests belonging to field and workplace is a supporting factor for creativity. This can be related to collaboration which is suggested in previous studies (Craft et al., 2008; John-Steiner, 2000; Miell & Littleton). The literature suggests that creativity flourishes in collaboration; however some of the current research participants prefer to work individually, while others prefer to work collaboratively to be more creative. Teaching material is an important tangible side to the creativity of TESOL (Cheng & Yeh, 2006), and relationships are also linked to improving TESOL creativity according the current research. Implications for teachers’ reflection, teachers’ education and training courses as well as better communication with the teacher for teaching material design and a better school working environments are some of the recommendations of the current research. Future research can benefit from the findings and the recommendations of the current research.

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Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.

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

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

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Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.

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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.

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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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Poindexter, Wanda 1946. "Creative imitation: An option for teaching writing." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291444.

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Creative Imitation is an alternative strategy to help students improve their expository writing in college composition. It combines writing by imitation with process modeling to increase student fluency with both the products and processes of writing. For centuries, a technique of "imitatio" was used to teach oral and written language traditions. Isocrates, Quintilian, and Cicero shaped the tradition of imitating writing models. Their principles were revived in the 60s by two neo-classical educators, Corbett and D'Angelo. Objections to the principles of imitation to teach writing are analyzed: models intimidate students, imitation focuses on the products instead of the processes of writing, and imitation reduces individual creativity. Some teachers have reported success with student-centered writing-by-imitation exercises in college composition classrooms. They assert that imitation exercises increase student awareness of correct usage, grammar conventions, rhetorical strategies, and paradoxically enable students to develop an "authentic" voice in their own writing.

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Faraz, Nuzhat. "The use of English during English lessons : A qualitative study of two teachers’ views." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94153.

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This study investigates the use of English during English lessons in Years 5 and 6. In order to do that, three research questions were formulated. In order to collect material to answer these research questions, two methods of data collection were combined, namely observations and interviews. Two English teachers at a school in the Stockholm area were observed and interviewed. These observations and interviews helped to collect the material. The result showed that the Swedish language dominates during English lessons. The teachers reported to be determined to use a large amount of English during their lessons; however, it was clear from the observations that this was not the case in practice. The teachers justified their choice of language by stating that the latest research proves that the students should not devote most of their energy to understanding the language as they should instead focus on the tasks. In order to answer the third research question both the teachers were interviewed. They stated that they use different exercises to address the goals of the curriculum.

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Chan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.

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Vargas, Dolores Judy. "Fluency and comprehension process for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3340.

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The purpose of this study is to reengage low-performing students. This study will incorporate meaningful activities, strategies, and techniques to improve reading, writing, listening, and speaking skills.

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Romero, Gloria. "Volunteer English Teaching Experiences in a Foreign Country: A Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23208.

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Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a socio constructivist and experiential lens was adopted. Even though volunteer teaching abroad is an increasing worldwide trend, there are few studies that combine these areas, showing that the existing blend of volunteerism and English language teaching needs to be further examined. The analysis of the data showed that novice volunteer teachers experience five types of experiences when teaching English: language teaching experiences, language learning experiences, challenges, general experiences, and volunteering experiences. Novice teachers recalled their expectations before teaching and those were maintained, modified, or unfulfilled. Volunteers stated what teaching means to them after working in public schools, they were able to describe diverse language teaching experiences, and make recommendations to future volunteers.

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Ricker, Curtis Eugene Fortune Ron. "Teaching writing through conferencing a survey and a study of its effect on basic writers /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806866.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed August 30, 2005. Dissertation Committee: Ron Fortune (chair), Mack Bowen, Irene Brosnahan, Elizabeth McMahan, Maurice Scharton. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.

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陳凱茵 and Hoi-yan Chan. "Changing English language teaching through ICT integration: an investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256132.

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Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.

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Wen, Qiu-fang, and 文秋芳. "Advanced level English language learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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Al, Muhaimeed Sultan A. "Task-based language teaching vs. traditional way of English language teaching in Saudi intermediate schools| A comparative study." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618942.

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English language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method.

This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores.

A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.

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Al, Muhaimeed Sultan A. "Task-Based Language Teaching Vs. Traditional Way of English Language Teaching in Saudi Intermediate Schools: A Comparative Study." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383257660.

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Cheng, Man-mei Eunice. "Teacher beliefs and instructional decisions and practices in English grammer teaching : a study of experienced and novice teachers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183843.

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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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Fung, Tak-kit, and 封德傑. "Teaching the -ing forms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.

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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.

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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.

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Chan, Nga-ting, and 陳雅庭. "A study of English pronunciation teaching of stress and rhythm to Cantonese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517605X.

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Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.

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This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.

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Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.

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Qotbah, Mohammed Abdullah. "Needs analysis and the design of courses in English for academic purposes : a study of the use of English language at the University of Qatar." Thesis, Durham University, 1990. http://etheses.dur.ac.uk/1505/.

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MacLennan, Carol H. G. "Nonliteral language and the learner of English." Thesis, [Hong Kong] : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12800685.

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Masube, Elizabeth Tobani. "The influence of teacher discourse moves on comprehensibility of language content by English first additional language (EFAL) learners." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/642.

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Thesis (M.ED.) --University of Limpopo, 2010
This study was intended to investigate how teacher discourse moves influence comprehensibility of language content by the English First Additional Language (EFAL) learner and promote active participation by the learner in classroom interaction. The research is a Case Study which was conducted at a primary school in the Greater Sekhukhune District in Limpopo Province The Qualitative research approach was applied in the Case Study since the research is concerned with experience as it is lived ‘or felt’ or ‘undergone’ by participants. the key concern of this research is understanding the phenomenon of interest, from the participants’ perspectives, not the researcher’s. The situation in most Black schools is that first of all, teachers who teach English First Additional Language (EFAL) are not first speakers of English themselves. Secondly, learners have a problem of acquiring information through English as an additional language hence the question of comprehensibility of English language content. Teachers and especially learners are de-motivated as they lose interest in what goes on in Englishclassroom interaction due to the comprehensibility of English First Additional Language content As participant observer the researcher in this study concludes that the use of discourse moves by the teacher in classroom interaction enables the learner to comprehend the language content. Also that the teacher’s code-switching and code-mixing into the learners’ home language develops not only comprehensibility of EFAL language content but most of all promotes active learner participation in classroom interaction. This in turn helps the teacher to achieve the desired learning outcomes.

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Jayadeva, Sazana. "Overcoming the English handicap : seeking English in Bangalore, India." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708998.

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Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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Weiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.

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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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40

Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.

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41

Powell, Judith Ann. "Teaching reading to adults where English is their second language." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3346.

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This project sought to identify methods that will work best for Second Language (ESL) adults and identify ways in which ESL can be taught to help facilitate learning for the older adult over 40 years of age. This project identified some of the problems caused by the nature of the English language and the grammatical issues older ESL students face when attempting to learn to speak and read English.

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Picard, Marc. "On teaching the pronunciation of allophones : the case of flapping in North American English." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32937.

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This study is primarily concerned with the issue of determining whether it is worthwhile to try to teach the correct pronunciation of subphonemic segments in ESL courses. It focuses specifically on the allophones [J, J] produced by the Flapping (or Tapping) of medial and final alveolar stops in North American English. Through an exhaustive examination of the ESL and TESL pronunciation manuals that have been published in the last thirty years or so, an assessment is first made of the manner and extent to which this widespread phonological process has been dealt with by the authors of such books. These findings are then compared with the opinions expressed by researchers in the field of second language education in order to determine what sort of consensus currently exists on this issue. The general conclusion is that since flaps are demonstrably the most salient of all NAE allophones and occur as phonemes in the first language of many ESL learners, these segments should be given due consideration in any pronunciation curriculum.

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Lim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools: a whole language vs. atraditional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959660.

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Alexander, Christopher Andrew. "Teachers online : a case study of English language teaching using the Internet." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430168.

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Elmén, Isak. "Pictures as an aesthetical tool in English language teaching : An experimental study." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31538.

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This explorative qualitative case study aims at finding out about the impact of pictures as an aesthetical tool in English language teaching, through an experiment in the English classroom. Aesthetical tools are here defined as tools through which one can reach a stronger experience and improve learning. The independent variable in the experiment was a picture assignment and the dependent variable was a Chinese high school class and their teacher in English. After having done the experiment, the research questions were answered through a student questionnaire and an interview with the teacher. The study is based on Dewey’s theory of an experience (Dewey 1934) which is about the benefits of aesthetical experiences, and six themes of aesthetical experience provided by Uhrmacher (2009) meant to make education into such an experience. A majority of the subjects responded positively to the experiment, and the assignment seemed to be able to implement Uhrmacher’s six themes, at least to a certain extent. The claims of earlier findings are also echoed in this study.

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Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.

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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.

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Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.

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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Wong, Hoi-yee Grace, and 黃愷怡. "Teaching of writing: a study of the effects of the teaching of rhetorical information structure on theorganization of the writing of Form 4 and Form 7 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956865.

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Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.

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This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.

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Ito, Genji. "Teaching EFL reading in Japanese High Schools : an exploratory study." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390756.

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Dissertations / Theses on the topic 'English language – Study and teaching – Qatar'

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