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Relevant bibliographies by topics / English practice classes / Dissertations / Theses

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Dissertations / Theses on the topic 'English practice classes'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

GARDEL, PAULA SILVEIRA. "INTERACTION AND PEDAGOGICAL PRACTICE AS MEDIATORS OF VOCABULARY LEARNING IN CLASSES OF ENGLISH AS A SECOND LANGUAGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8297@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Nesta dissertação, investigo o processo de aprendizagem lexical em segunda língua no contexto de uma sala de aula. Meu objetivo é entender a relação entre a interação em sala de aula e as atividades de vocabulário do material didático e como esses dois mediadores influenciam a construção de conhecimento lexical dos alunos. Para tal investigação, conduzi trabalho de campo em duas turmas de inglês básico constituídas de alunos entre 12 e 13 anos. Gravei e transcrevi em áudio e vídeo aulas de dois módulos do programa para a análise da i

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Bughio, Faraz Ali. "Improving English language teaching in large classes at university level in Pakistan." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45170/.

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This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findin

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Tognini, Rita. "Interaction in languages other than English classes in Western Australian primary and secondary schools theory, practice and perceptions /." Connect to thesis, 2007. http://portalapps.ecu.edu.au/adt-public/adt-ECU2008.0013.html.

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Tognini, Rita. "Interaction in languages other than English classes in Western Australian primary and secondary schools: Theory, practice and perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/26.

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This descriptive study investigated the interaction of teachers and learners in ten primary and secondary school languages other than English (LOTE) classes in Western Australia, with the aim of providing a detailed picture of its nature and patterns. Teachers' and learners' perceptions of this interaction were also examined as part of the study, through interviews conducted with them.

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Gokgoz, Burcu. "An Investigation Of Learner Autonomy And Strategies For Coping With Speaking Problems In Relation To Success In English Speaking Classes." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609846/index.pdf.

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The present study was conducted at Dumlupinar University, Department of Foreign Languages Preparatory Classes to investigate the relationship between degrees of learner autonomy, use of strategies for coping with speaking problems and success in speaking class of the participants. To determine the degree of correlation among degree of learner autonomy, use of strategies for coping with speaking problems and success in speaking class, 102 participants were distributed a questionnaire. The questionnaire asked the participants to self report the strategies they use when they have problems during

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Selleck, Charlotte L. R. "A comparative ethnographic study of students' experiences and perceptions of language ideologies in bilingual Welsh/English education : inclusive policy and exclusionary practice." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/46828/.

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This study investigates the interplay of linguistic practices, linguistic representations, language ideologies and social inclusion between students in three related research sites in south west Wales;a designated English medium school,a designated Bilingual school and a Youth Club,as a point of contact between students from both schools. It identifies how students experience and interpret the language ideological content of their education. The following questions underpin the current research: 1. How are the institutional arrangements within this community(or locality)understood by the stude

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Коробова, Юлія Володимирівна, та Yuliia Volodymyrivna Korobova. "Моделювання професійної орієнтації практичних занять з англійської мови для майбутніх учителів на початковому ступені навчання". ФОП Цьома С. П, 2019. http://repository.sspu.edu.ua/handle/123456789/8230.

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Стаття присвячена розв'язанню проблеми професіоналізації навчання майбутніх учителів англійської мови. Складовою частиною процесу реалізації професійної орієнтації на практичних заняттях з іноземної мови вважається формування вмінь мовленнєвої адаптації. Наведено професійно орієнтовані завдання, які розроблено з урахуванням тем та ситуацій спілкування, мовленнєвого матеріалу у вигляді виразів класного вжитку та мовного фонетичного матеріалу.<br>The article focuses on the problem of the professional orientation of future English language teachers training at the University. The integral part o

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Ferreira, Susana Aparecida. "Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/2450.

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Made available in DSpace on 2017-07-10T18:56:02Z (GMT). No. of bitstreams: 1 Susana_ Ferreira.pdf: 4106070 bytes, checksum: 1044accb1700604b74985f1093a3a898 (MD5) Previous issue date: 2016-06-03<br>Fundação Araucária<br>The context of this research involved two State public schools located on the cowntryside of Paraná. Specifically, it involved two English language teachers of elementary school, invited to participate in the study during a workshop of continued training of 60 hours, in which it was reflected the social identities of race and teaching practice permeated by multiliteracies res

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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.

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Amir, Alia. "Doing Language Policy : A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes." Doctoral thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100202.

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This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-language-only policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease

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Rish, Ryan M. "Engaging Adolescents' Interests, Literacy Practices, and Identities: Digital Collaborative Writing of Fantasy Fiction in a High School English Elective Class." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316521200.

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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.

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CITE/Language Art<br>Ed.D.<br>The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four

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Alvar, Blomgren. "”By the iron hand of oppression" : The performance of the parliamentary election contest in Nottingham and Middlesex 1802-1803." Thesis, Stockholms universitet, Historiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143964.

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The aim of this thesis is to investigate how politics was done at the level of the parliamentary constituencies at the time of the treaty of Amiens 1802-1803. This is achieved through two case studies of the elections in Middlesex and Nottingham, which are investigated as social practices. This thesis argues that understandings of masculinity and national identity, as well as questions about the nature of the constitution and citizen rights were central to participants in the extraparliamentary political process. Collective emotions were also highly important in the process of mobilising polit

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Wei-Hsiang, Talbot Chan, and 詹瑋湘. "Differentiated Instruction in Elementary English Classes: Practice and Perceptions." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/b9857s.

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碩士<br>國立臺灣海洋大學<br>應用英語研究所<br>107<br>Abstract Most English classes in elementary schools in Taiwan contain mixed-level students, and the traditional “one-size-fits-all” instruction has usually caused a bimodal distribution of students’ English performance. Differentiated instruction (DI) is reportedly a teaching approach that helps students at different levels to learn more effectively. However, few studies have examined how teachers actually implement DI in classes and what the perspectives of teachers and students are regarding DI. The purpose of this study was to investigate how an English

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Zhao, Yuanyuan. "Student engagement in postsecondary English classes in China: the teachers’ perspective." Diss., 2018. http://hdl.handle.net/2097/39277.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Debbie K. Mercer<br>Fostering student engagement in classes aligns with requirements from the latest national college English curriculum issued in 2015 in China. However, abundant research has identified that both intrinsic and extrinsic obstacles impede the creation of an authentic student-centered learning environment. Meanwhile, limited research studies have evaluated instructors’ perspectives toward student engagement at the undergraduate level embedded in the Chinese examination-oriented educational system. Therefore, this qua

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Chioo-Hui, Ou, and 歐嬌慧. "A study on the practice of culturally responsive teaching in English classes in a primary school." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/82525464679394065367.

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碩士<br>國立高雄師範大學<br>教育學系<br>93<br>This study is aimed at enquiring into the effects of “culturally responsive teaching” employed in primary students’ English classes. In order to do so, ten learning units based on theories of multicultural education in general and culturally responsive teaching in particular are designed and put into practice. Research data are collected mainly by participant observation, interview, and questionnaires while documents concerning students’ work and records are also kept. In so doing, the interactions between teacher and students in two classes of the fifth and

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Slade, William Staughan. "Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3689.

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Two-Way Immersion (TWI) programs offer settings and goals that foster multilingual and multicultural communities; however, communities are complex and fluid, and have aspects that may or may not promote equitable education and learning. This research analyzes the actions and interactions of a group of first grade students to address how community develops during the first semester of implementation of a TWI program. Theoretical notions of figured worlds and communities of practice frame the analysis of ethnographic data to provide insight into the complex social and pedagogical dynamics of thi

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18

Sun, Shao-Hui, and 孫韶徽. "A Study on the Acquisition of Chinese Modal Verbs “Hui, Keyi, Neng” of English Native Speakers of Beginner Chinese Classes -A Case Study of Remedial Teaching Practice in the U.S.A." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/03624801999045075151.

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碩士<br>中原大學<br>應用華語文研究所<br>98<br>Auxiliary verbs in Chinese language, also called “modal verbs” or “optative verbs”, are the parts of speech in Chinese language that express possibility, ability and permission. According to their meanings, such verbs in general are called “modal verbs”. Among them, “hui, keyi, neng” are the focal points in elementary Chinese grammar teaching. In the past, previous researchers have put most emphasis on semantic division and the definition of parts of speech, which belong to the scope of linguistics. Few studies have aimed at learning processes and teaching appli

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Piccolo, Adele. "Writing pedagogies and practices in English and natural science classes at grade 8 level." Thesis, 2009. http://hdl.handle.net/10539/6045.

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The development of learner’s writing skills is a central aim of education. Writing is the core modality through which school success is measured. To gain an insight into this essential skill and mode of communication, I chose to explore the current practices and pedagogies around writing at the school where I teach. Through this research, I hoped to raise awareness of writing pedagogy and improve the learners’ the writing experiences. This research investigates, at the macro and micro level, the pedagogical practices around writing in two learning areas: English and Natural Science, at

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20

Kim, Eun A. active 2014. "English language education in two kindergarten classes in Korea : pedagogical practices and insiders' perceptions." Thesis, 2014. http://hdl.handle.net/2152/24849.

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This study explores English education in two local private kindergarten classes in Korea. The purpose of this study is to understand English education in private kindergartens in Korea by closely looking at pedagogical practices in two kindergarten classes and the insiders' perceptions of the pedagogical practices. The research questions guiding this study are as follows: (a) What are the pedagogical practices relative to English education in two private kindergarten classes in Korea?; and (b) How do the members of the two classes (i.e., the child participants, ECE teacher, and English instruc

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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai Mungthaisong." Thesis, 2003. http://hdl.handle.net/2440/22054.

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"August 2003"<br>Bibliography: p. [1-29]<br>xii, 210, [166] p. : ill. ; 30 cm.<br>This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction.<br>Thesis (Ph.D.) -- University of Adelaide, School of Humanities, Discipline of Linguistics, 2004

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Van, der Hoeven Sieta. "Rhetoric of adolescent fiction the pedagogy of reading practices in South Australian secondary English classes." 2002. http://arrow.unisa.edu.au:8081/1959.8/24936.

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This study examines the experiences of teachers and students in secondary English classes, as they engage in the reading of contemporary adolescent fiction, when such fiction is set as a class text. This study also includes an examination of students' perceptions of such reading, and of reading in general. The aim of the study is to add to the knowledge about what actually goes on inside English classrooms during the teaching of literature, and within that field, to specify how teacher-student interaction in the classroom defines and positions the kinds of meanings that are made of literary t

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Oyetoyan, Oludamilola Iyadunni. "Towards vocational translation in German studies in Nigeria and beyond: lessons from translation teaching and practice in Germany." Doctoral thesis, 2015. https://ul.qucosa.de/id/qucosa%3A14852.

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Innerhalb des Faches ‚Auslandsgermanistik‘ existieren bislang keine einheitlichen überschaubaren Richtlinien und Handlungsschritte für die Lehre des berufsorientierten Übersetzens auf allen sprachlichen Leistungsniveaus in Fremdsprachenstudien. Trotz der Einbeziehung der Sprachmittlung in den Gemeinsamen Europäischen Referenzrahmen (GER), ist hier ein professioneller Gebrauch der sprachmittlerischen Fertigkeiten in der Auslandsgermanistik nicht einbezogen (Fitzpatrick 1997:66). Daraus folgt die noch existierende Trennung der Fertigkeiten, die in den Fächern Übersetzungswissenschaft und Fremdsp

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Lim, Mi-ok. "Exploring social practices in English classes a qualitative investigation of classroom talk in a Korean secondary school /." 2007. http://hdl.handle.net/2440/46913.

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This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English

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Lim, Mi-ok. "Exploring social practices in English classes: a qualitative investigation of classroom talk in a Korean secondary school." Thesis, 2007. http://hdl.handle.net/2440/46913.

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This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe Englis

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26

Lu, Yu-Chien, and 呂宥芊. "Effective Teaching towards Large Mixed-ability Classes: A Qualitative Study of EFL Junior High School English Teachers' Teaching Beliefs and Practices." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00720542657182734455.

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碩士<br>國立屏東商業技術學院<br>應用英語系(所)<br>99<br>The relationship between teachers’ beliefs and classroom practices are close and interact with others. Therefore, beliefs in teaching affect teaching practices and are worth discussing. Most junior high school classes in Taiwan are mixed-ability ones, and many EFL teachers face teaching dilemmas such as classroom management, providing learners individual teaching, motivating and activating students on learning. By understanding teaching difficulties in such classes, more researches and studies could be conducted to find out workable and suitable strategies

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