To see the other types of publications on this topic, follow the link: Esli.
Dissertations / Theses on the topic 'Esli'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Esli.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Kor, Chahine Irina. "'Esli' et l'expression de la condition en russe moderne." Phd thesis, Université de Provence - Aix-Marseille I, 2001. http://tel.archives-ouvertes.fr/tel-00452520.
Full textAbstract:
Nous avons organisé notre travail d'après la sémantique d'une phrase type esli p, q, en commençant par les conditionnelles, modèle le plus fréquent. Organisée d'après le type de connecteur qui apparaît dans ces constructions, notre présentation expose les caractéristiques de chaque variante conditionnelle prise séparément. Nous proposons comme base de cette thèse une classification des types de condition en 4 groupes : • condition potentielle • condition irréelle • condition virtuelle • condition réelle Ainsi, la Ie partie est consacrée aux conditionnelles proprement dites et aux hypothétiques avec esli qui réalisent les trois premiers types de condition. Cette partie traite des caractéristiques particulières de ces phrases, de la spécificité de leur construction et de leur fonctionnement. Un chapitre à part est consacré à l'usage des synonymes lexicaux de esli en russe moderne. La IIe partie est centrée sur d'autres variantes conditionnelles. Il s'agit des phrases asyndétiques sans connecteur. Cette partie comprend également les phrases où le rôle du connecteur est assuré par un lexème ou forme grammaticale qui, en soi, n'est pas spécialisé dans l'expression de la condition (l'impératif, stoit, tol'ko, ljuboj, etc.). Ces phrases représentent des synonymes syntaxiques des phrases avec esli. Enfin, la IIIe partie comprend les conditionnelles secondaires, où l'expression de la condition n'est pas mise au premier plan, et les factuelles. Dans le premier cas, il s'agit des itératives, véhiculant une condition réelle. Les déductives et concessives, elles, se trouvent à la limite des conditionnelles et des factuelles. Quant aux factuelles, phrases de mise en relief et phrases oppositives, elles ne sont jamais hypothétiques, mais elles partagent avec les conditionnelles la structure commune du type esli p, q. La présentation de l'ensemble des phrases du type esli p, q permet de montrer une certaine unité où le modèle central est constitué par les conditionnelles.
2
Lyakhova, Moulin Mariya. "La concession en russe moderne." Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30008/document.
Full textAbstract:
Dans cette thèse sur la concession en russe moderne, nous avons cerné cette notion en élaborant un schéma prototypique servant à classer différents types de constructions concessives et à intégrer le maximum de structures marquées comme concessives. Ainsi le schéma proposé (p, Cq), basé sur la notion de contraste entre les implications des contenus de p et q, les évaluations de ces contenus ou les actes illocutoires p et q, prend pour principal repère C, conjonction ou préposition concessive. Nous avons étudié la relation concessive dans des constructions bi-Propositives et des propositions simples. Cet ensemble est classé en fonction du statut épistémique de q, puis subdivisé en non-Conditionnel, conditionnel ou contrefactuel. Le deuxième critère de classement est le statut unique ou multiple de q. Dans le premier cas nous avons des constructions non-Généralisantes, dans le second la construction appartient au type généralisant. Nous nous sommes démarquée des recherches traditionnelles en prenant en compte la concession illocutoire : xotja sert à remettre en cause l’énoncé précédent pour une auto-Correction du locuteur qui annonce ainsi le changement du cours de sa pensée. Notre travail nous amène à la conclusion que la concession est un phénomène protéiforme non réductible à une notion de causalité inversée. L’élargissement du champ d’étude permet de jeter un pont entre la notion linguistique et la notion rhétorique de la concession et de donner un tableau plus complet des différentes formes de relation concessive en russe moderneIn this thesis dedicated to concession in modern Russian we specified the concept by means of a prototypical schema which we applied to classify different types of concessive constructions. This schema aims at embracing the majority of sentences marked as concessive. The main mark of the proposed schema (p, C q), based on the idea of contrast between the implications of p and q contents, assessments of these contents or p and q speech acts, is the connective C, a concessive conjunction or preposition. We studied concessive relations in both complex sentences and simple sentences. They are classified according to the epistemic status of q and subdivided into non-Conditional, conditional and counterfactual. The second criterion of classification is the single or multiple status of q. According to it we have, on the one hand, non-Generalized concessive constructions and, on the other, generalized concessive constructions. Outstepping the traditional research, we made a point of studying illocutionary concession as part of the whole. Indeed, xotja in discourse is used by the speaker as a self-Correction technique in order to reject the previous utterance pointing thus the deviation of their thought. As a result of our research we come to the conclusion that concession has multiple forms and cannot be reduced to inoperant causality. Due to a wider research scope we managed to bridge the linguistic and rhetoric concessions and to give a broader view of different forms of concessive relations in modern Russian
3
Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.
Full textAbstract:
Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students? perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students? perception of ESL programs.
4
Kallio-Kujala, P. (Pia). "Kielen opetus esi- ja alkuopetuksessa:kuinka kieltä opetetaan esi- ja alkuopetuksessa?" Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201404121272.
Full textAbstract:
Tutkielman tarkoituksena on selvittää, kuinka kielenopetus tapahtuu esi- ja alkuopetuksessa. Keskityn selvittämään, kuinka lastentarhanopettajat ja opettajat opettavat kieltä, millaista opetusmateriaalia he käyttävät, sekä kuinka he kannustavat, kehuvat ja motivoivat lapsia. Tutkimuksen edetessä kiinnitin huomiota myös siihen, millainen oppimisympäristö lapsilla on.
Tutkimukseni kohteena on kolme lastentarhanopettajaa sekä kolme alkuopetuksen opettajaa. Kaikki tutkimushenkilöt ovat naisia ja he työskentelevät Länsi-Suomen läänissä. Tutkielmaan osallistui yhteensä kaksi alakoulua ja kaksi esikoulua. Olen kerännyt aineistoni observoimassa ja haastattelemalla opettajia. Jaoin haastattelun viiteen eri teemaan ja analyysivaiheessa lähdin purkamaan haastatteluja näiden teemojen perusteella. Tarkastelin lastentarhanopettajien ja opettajien vastauksia ja tein niistä yhteenvedon. Opettajat ja lastentarhanopettajat olivat kielenopetuksesta hyvin samoilla linjoilla, mutta muutamia mielipide-eroja oli myös havaittavissa.
Esikoulussa herätellään lapsen mielenkiintoa kieltä ja kirjaimia kohtaan esimerkiksi satujen, lorujen, riimien ja laulujen avulla. Opetustuokiot eivät kestä kauaa, joten lasten motivaatio säilyy ja he haluavat oppia. Opetus on leikinomaista ja lasten kanssa pyritään keskustelemaan paljon. Esikoululaiset harjoittelevat suullisesti esimerkiksi aakkosia, äänteitä ja tavuja. He saavat harjoitella käden ja silmän yhteistyötä ja hienomotoriikkaa esimerkiksi kirjoittamalla kirjaimia ja tekemällä hahmotustehtäviä. Esikoulussa on myös käytössään esimerkiksi kuvia, tavukortteja ja oppimispelejä, joilla lapset saavat harjoitella kielellisiä taitojaan. Lapset saavat oppia omaan tahtiin ja lapsia pyritään kannustamaan ja kehumaan sanallisesti. Lapset ovat motivoituneita tekemään tehtäviä, sillä he saavat tehdyistä tehtävistä leimoja. Koulussa lapset joutuvat istumaan paikoillaan suurimman osan koulupäivästä. Oppilaat kertaavat jo esikoulussa opittuja asioita ja oppivat pikkuhiljaa lukemaan ja kirjoittamaan. Opettajien mielestä oppilailla on aluksi suuria tasoeroja, riippuen siitä, kuinka paljon he ovat harjoitelleet kielellistä toimintaa esikoulussa. Tasoerot tasaantuvat pikkuhiljaa ja mikäli tarvetta, niin oppilaat saavat erityistä tukea esimerkiksi opettajalta, avustajalta ja erityisopettajalta. Opettajat seuraavat opetussuunnitelmaa ja etenevät sen mukaisesti. Oppitunnit pyritään pitämään vaihtelevina, jotta oppilaiden ja myös opettajan motivaatio säilyisi ja oppiminen olisi mieluisaa. Opettajat käyttävät apunaan esimerkiksi oppikirjoja, omatekemää materiaalia, pelejä ja kuvia. He kannustavat ja motivoivat oppilaita kehujen, leimojen ja tarrojen avulla.
Tutkielmani on mielestäni melko luotettava ja yleistettävä ja uskon, että päästäisiin samoihin tuloksiin, mikäli tutkielma tehtäisiin uudestaan. Mikäli tutkittavia henkilöitä olisi ollut enemmän, olisi tutkielma myös luotettavampi.
5
Kundrotienė, Vilma. "Tu esi aš." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110803_155050-60405.
Full textAbstract:
Žmogus, jo būtis jau šimtmečius jaudina ne vieną filosofą, dramaturgą, poetą ir kiekvieną iš mūsų. Todėl ši tema išlieka aktuali ir neišsemiama bet kuriuo laikmečiu.A man, his existence is not worried about a century philosopher, playwright, poet and every one of us. Therefore, this topic remains relevant and inexhaustible in any era.
6
Ciccarelli, Silvina Beatriz. "ESL for nation-building, the origins of federally-funded ESL in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/MQ28700.pdf.
Full text
7
Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.
Full text
8
Belcher, Lynne Brosnahan Irene. "ESL composition analyzing revision /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918604.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1989.Title from title page screen, viewed September 27, 2005. Dissertation Committee: Irene Brosnahan (chair), Margaret Steffensen, Ronald Fortune, Janice Neuleib, Sandra Metts. Includes bibliographical references (leaves 88-92) and abstract. Also available in print.
9
Padilla, Anne Hardie. "ESL: Teaching for Communication." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.
Full textAbstract:
Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival.
Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study.
In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language.
One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.
10
Ghidini, Davide. "Accurate Portable Residual Stress ESPI Measurement Device." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
Find full textAbstract:
An Electronic Speckle Pattern Interferometer residual stress measurement device based on the hole-drilling technique was designed and built: by carefully design both the mechanical and the optical systems, it has been possible to achieve very nice measurement results, with a compact and cheap device, which promise great on-field capabilities but also large room for further improvement.
11
Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.
Full textAbstract:
The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing an English for Academic Purposes (EAP) program. Even after this program, some still had trouble with reading comprehension. For students to be successful in their content-specific classes, they must understand the subject matter. Individual interviews were used to gather the perspectives of 13 ESL college students enrolled in EAP courses, selected through purposeful sampling. The questions related to connections between content delivery, assessments, and academic struggles in content-specific classes. As data were collected, they were organized according to recurring themes, common patterns, and categories. The findings suggested that colleges need to ensure that instructors are fully prepared to provide quality instruction during EAP courses for ESL students. If this suggestion is enacted, these ESL students will also benefit as they will be able to use English for academic and social mobility change. The findings will also provide information specific to Constitution College that will add to the body of knowledge regarding the perspectives of ESL college students in the United States.
12
An, Yuntao. "Residual stress measurement using cross-slitting and ESPI." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5028.
Full textAbstract:
Residual stresses are “locked-in” within a material, and exist without any external loads.
Such stresses are developed during most common manufacturing processes, for example
welding, cold working and grinding. These “hidden” stresses can be quite large, and can
have profound effects on engineering properties, notably fatigue life and dimensional
stability. To obtain reliable and accurate residual stress measurements for uniform and
non-uniform stress states, a novel and practical method using crossing-slitting and ESPI
is presented here. Cross-slitting releases all three in-plane stress components and leaves
nearby deformation areas intact. The ESPI (Electronic Speckle Pattern Interferometry)
technique gives an attractive tool for practical use, because measurements provide a large
quantity of useful data, require little initial setup and can be completed rapidly and at low
per-measurement cost. A new ESPI setup consisting of shutter and double-mirror device
is designed to achieve dual-axis measurements to balance the measurement sensitivities
of all in-plane stress components. To evaluate data quality, a pixel quality control and
correction procedure is also applied. This helps to locate bad data pixels and provides
opportunities to correct them. The measurement results show that this procedure plays an
important role for the success of residual stress evaluation. Based on the observed
displacement data and finite element calculated calibration data, an inverse computation
method is developed to recover the residual stresses in a material for both uniform and
non-uniform cases. By combining cross-slitting and ESPI, more reliable results for the
three in-plane residual stress components can be obtained.
13
Moore, Andrew J. "Strain analysis using ESPI applied to fracture mechanics." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/11889.
Full textAbstract:
Electronic speckle pattern interferometry (ESPI) has become an established technique for surface deformation studies. However, difficulties remain in the practical use of ESPI, primarily because results require skilled and time-consuming interpretation. The work reported here has enabled automated acquisition and processing of ESPI displacement data. Further processing has enabled the components of surface strain and stress to be, determined automatically. Such measurements are of great importance for experimental fracture mechanics studies, a quantitative approach to measuring the severity of defects in a loaded structure. Having established the importance of experimental optical methods in fracture mechanics, and the particular advantages of ESPI, a study has been undertaken to determine whether ESPI can be used for quantitative fracture mechanics measurements. Automated analysis for in-plane displacement measurements with ESPI was achieved by the phase-stepping technique. Numerical differentiation of the displacement data allowed surface strain to be evaluated. The accuracy of such measurements was investigated, particularly with regard to speckle noise inherent in the data. Speckle noise limits the accuracy of all measurements, and a practical threshold for displacement and strain of ±0.03~m and ±6~strain was found. From these considerations, two new phase-stepping algorithms have been proposed for ESPI. The first offers improved accuracy by the way it eliminates speckle noise; the second has allowed phase-stepping of ESPI addition fringes for the first time. · In the past ESPI has been restricted to uniaxial measurements. A new interferometer design enabled displacement to be measured along two axes simultaneously: extension to three-dimensional sensitivity is discussed. Automated displacement and strain measurements, recorded with the dual-sensitivity interferometer, are presented for a cantilever loaded at its free end.
14
Berg, Niklas. "Codeswitching in Swedish ESL Teaching." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91570.
Full textAbstract:
Many studies have shown that use of the target language second and/ or foreign language (in this case English) teaching has greatly improved students' learning, albeit, not all teachers use the target language exclusively but rather switch between the first and target language. This particular study has shown that the teacher in compulsory school does alternate between the target language and the first language for various reasons, while teachers in upper secondary school exclusively use the target language both within and outside the classroom and there are rarely any occurrences of codeswitching among students and teachers. The reasons for this are, because the content which has been taught has been too difficult for the students to understand, or the students have refused to interact in English with both their teacher and fellow students. The teachers' view on the matter tells us that even though they have tried to exclusively use the target language in the English classroom, it has not been working in the manner they wanted it to have. In order to gather data for this research, seven classroom observations have been carried out and to complement them interviews with three teachers have been conducted to get their view on the use of English in their own teaching and why they think codeswitching occurs among students and themselves.
15
El-Dawi, Fatin, and Jehan Harb. "Implementing Music in ESL Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29593.
Full textAbstract:
The aim of this project have been to investigate the different views on using music in the English lessons. For this study three different teachers from three different cities have been interviewed. We chose to interview two 4-6 teachers who both teach English. And one full time music teacher. The purpose of the interviews was to get a perspective on how English teachers work with music. In order to get a broader perspective on the teachers’ views regarding integration between English and music; a music teachers’ perspective was included. The interview questions can be found in the appendices. The results from the interviews show that all three teachers are positive to the thought of integrating music into the English lessons. They were also positive to integrating different subjects in general. They had different approaches and ways of using music, one of the teacher did not use music in her English lessons at all. But all in all they thought that through music the learners could develop their knowledge. Research studies and literature that promote the use of music in the English lessons has also been included. It is shown in the discussion section that the research found and the results collected from the interviews mostly agree with each other. A lot that was mentioned in the interviews was relatable to the literature we collected. As a conclusion for this study it is found to be no harm in using music in the English lessons and we agree on the fact that it should be practiced.
16
Valleroy, Rachel. "ESL Writing Across the Curriculum." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.
Full text
17
Sorg, Rosemary Kathyrn. "Identifying Errors in ESL Writing." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418231647.
Full text
18
Bishop, Ryan M. (Ryan Marion). "Metaphor and the ESL Classroom." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500225/.
Full textAbstract:
This paper concentrates on the viability of using metaphor as a teaching tool in the English as a Second Language classroom. In doing so, a semantically-based theory of metaphor, like that presented by Lakoff and Johnson (1980), is employed as a base for the examination. Such a theory of metaphor presents a dramatic shift from theories, especially Aristotle's, of the past. The theory of metaphor proposed by Lakoff and Johnson contends that language is essentially metaphorical and that much of our 'commonsense' knowledge about the world is derived from interpretations of reality and is manifested in metaphors central to a culture and its language. If this theory is true, then it stands to reason that a student attempting to learn English as a Second Language could profit greatly from metaphor instruction because such instruction would aid all areas of the language acquisition process.
19
Benz, Bradley Paul. ""ESL trouble spots" : composition handbooks, ideology, and the politics of ESL writing and global English /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9408.
Full text
20
Lin, Chun Fu. "ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS' PERCEPTION OF THE ESL PROGRAM AT MISSISSIPPI STATE UNIVERSITY." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10272008-132617/.
Full textAbstract:
The major function of education is to prepare youth to be successful. Each country has its own unique educational system, and individuals leaving their own country to study expect to acquire a quality education in another country. United States college programs, including exchange student programs, attract students from aboard who want to pursue their bachelors, masters, or doctoral degree. However, these students come from countries around the world where the use of the English language might be limited. Providing effective language programs to support international students whose native language is not English has become an important concern in the international educational exchange process. This study adds to the understanding of the ESL students perceptions of ESL programs offered by the universities in the United States. More specifically, the overall objective of this study was to analyze ESL students learning experiences and their perceptions of ESL program at Mississippi State University. The results of this study suggest that (a) female students were more satisfied with the ESL program than male students, (b) age was not significantly and meaningfully associated with participants perceptions of the ESL program, (c) there was a moderate association between the ESL students perceptions of the ESL program and their experiences in using English as a second language, and (d) female students were more satisfied in using technology for learning English as a second language than male students.
21
Petersson, Helena. "Subject-Verb Agreement in ESL texts : A corpus-based study of Swedish ESL students' written production." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37331.
Full text
22
Detlofsson, Svensson Rasmus. "Extramural English in the Global ESL Classroom : - A study of motivation, collaboration and learning in ESL." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58737.
Full textAbstract:
The purpose with this essay is to research the correlation between students’ motivation in activities and their English language learning. Since there are growing demands on young learners in Sweden to learn languages and a growing need from the global society of a shared means of communication, there is also a need to revaluate the ESL classroom activities. This essay is written as an argumentative text with support of recent studies and concludes with some suggestions for classroom activities for the ESL classroom, with the goal to create a more authentic learning environment for the students. The most important argument in this essay is that the teachers need up-to-date knowledge of the subject and of the different activities students use in their spare time to be able to create more authentic learning environment. Another argument is that there is a correlation between students’ motivation, their learning, and the students’ collaboration in the learning process.
23
Montgomery, Paul C. "Forward looking innovations in electronic speckle pattern interferometry (ESPI)." Thesis, Loughborough University, 1987. https://dspace.lboro.ac.uk/2134/11756.
Full textAbstract:
Electronic Speckle Pattern Interferometry (ESPI) dates from 1971. Attempts at commercial exploitation were unsuccessful; at the beginning of this decade it remained essentially a laboratory technique. Problems arose from the practical operation of the instrument and the nature of the output. Correlation fringes are intrinsically noisy and their quality depends on many interrelated factors. It is shown that by simplifying the optical design and improving the quality of the optical components, the fringe contrast is greatly improved and the instrument is made easier to use. Extensions and improvements to the system are discussed: analogue image processing techniques as a low cost means of improving the appearance of the output; time invariant noise subtraction in time averaged fringes gives similar quality results as that of the subtraction mode; ensemble averaging of time variant noise is a new technique for producing holographic quality results. Electronic speckle contouring (ESC) gives a selection of methods for producing programmable contour spacings and orientations for shape measurement. ESPI is compared with other optical measurement techniques and is shown to have fundamental advantages.
24
Matsusaki, Eduardo Hiroshi. "Metodologia para medição de tensões em virabrequins utilizando ESPI." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/264081.
Full textAbstract:
Orientador: Auteliano Antunes dos Santos JúniorDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecânica
Made available in DSpace on 2018-08-18T19:03:51Z (GMT). No. of bitstreams: 1 Matsusaki_EduardoHiroshi_M.pdf: 16938577 bytes, checksum: 51152fe274507619364344f4ec28e4b9 (MD5) Previous issue date: 2009
Resumo: Tensões mecânicas estão entre as principais causas de falhas de componentes estruturais. A medição de tais tensões pode ser feita com técnicas que relacionam alguma variável física a tensão existente. Técnicas destrutivas podem ser usadas para tal finalidade, mas apenas no controle de qualidade. Entre as técnicas não destrutivas destacam-se os Raios X, a difração de Nêutrons e a acustoelasticidade. Uma das técnicas mais promissoras envolve a Interferometria a Laser. Segundo essa técnica, a interferência entre feixes de luz permite a identificação de pontos da superfície e estes, quando deslocados sob a aplicação de esforços, possibilitam o cálculo das deformações e tensões. Este trabalho apresenta a aplicação da técnica de Interferometria Eletrônica entre Padrões de Speckles - ESPI para a medição de tensões em virabrequins. O estudo consistiu em uma revisão teórica do método; no estudo dos fatores que influenciam o resultado da medição; na validação da técnica para a medição de tensões, através da comparação com resultados do MEF e da extensometria; na aplicação da técnica para a medição cm chapa entalhada e no emprego desta para a medição de tensões em virabrequins. O estudo permitiu também a ajustagem ótima dos parâmetros que influenciem a medição. Os resultados obtidos mostraram que o método é promissor quanto ao seu emprego generalizado; que a resolução obtida é adequada para o emprego na medição nos componentes analisados e que o método tem limitações importantes, que devem ser avaliadas para cada aplicação
Abstract: Mechanical stresses are among the main causes of failure of structural components. The measurement of such stresses can be made with techniques that relate some physical variable with the stress. Destructive techniques can be used for this purpose, but only in quality control. Non-destructive methods such as the X rays, the neutron diffraction and acoustoelasticity, are among the most used techniques. One of the most promising techniques applies Laser Interferometry. In this technique, the interference between light beams identifies points on the surface and these, when displaced under external forces, enable the calculation of the deformations and of the stresses. This paper presents the employ of the Electronic Speckle Pattern Interferometry technique for measuring stresses in crankshafts. It consisted of a theoretical review of the method; the study of the factors that would compromise the measuring results; a validation of the technique to measure stresses, by comparing MEF with strain gauges results; using the technique to take measures in a entailed plate and in the stresses measurements of crankshafts. This work also allowed the optimum adjustment for the parameters inducing the measurements. The obtained results showed a promising method for its general use; showed too that the resolution obtained is proper to the use in parts analyzed and that the method has important limitations that should be analyzed in every situation
Mestrado
Mecanica dos Sólidos e Projeto Mecanico
Mestre em Engenharia Mecânica
25
Melamed, Samuel. "Compact ESPI device for isotropic measurements of residual stress." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54699.
Full textAbstract:
Residual stresses are self-equilibrating stresses that exist within bodies without any external loads acting on them. Monitoring residual stresses is vital to engineer safe and reliable structures. A reliable means of measuring residual stress is by drilling a small hole in the body and observing the resulting redistribution of the stress using an electronic speckle pattern interferometer (ESPI). Current ESPI systems are not suitable to measure stress on large or immovable structures because they depend on highly coherent laser sources that are bulky, delicate and not suitable for rugged field conditions. Additionally, ESPI is limited to a single direction of measurement. If the measurement axis is misaligned with the principal stress direction accuracy is reduced. This presents a practical challenge when measuring unknown residual stress states in the field. A compact ESPI device providing an isotropic residual stress measurement is presented here. The compactness of the device is possible by a novel optical arrangement that uses a diffraction grating and a miniature laser diode. This optical arrangement can be geometrically tuned to provide high quality measurements even with low coherence laser diodes. Furthermore, the device is constructed with two orthogonal measurement axes to reduce the influence of instrument alignment on measurement accuracy and to improve the overall precision by doubling the quantity of data. Experimentation with a calibrated bend specimen showed that the device has an accuracy ranging 9-12MPa and precision of 13MPa. This integration of ESPI and hole drilling modules into a compact, stand-alone unit is a significant milestone for in-field residual stress measurements.Applied Science, Faculty of
Mechanical Engineering, Department of
Graduate
26
Zanini, Broetto Filipe. "Multi-axis ESPI interferometer for 3-D displacement measurements." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63868.
Full textAbstract:
Small displacement measurements have several applications in engineering. Deformations ranging from nanometric scale to micrometric scale are very often related to mechanical stresses, materials phase transformations, residual stresses, biological processes, etc. It is common that these deformations occur in three dimensions and are not easily measured with simple equipment. Electronic speckle pattern interferometry (ESPI) systems use interference of light and laser properties to measure such small displacements in a very reliable way. The ESPI technique is a full-field non-contact technique capable of 3D measurements but the arrangement can get very complicated when it comes to number of components, size, cost, assembly complexity and operation. Among the many factors contributing for the complexity, the most important ones are the number of light beams and optical elements, and the laser itself. High quality lasers offer very high coherence – which is a measure of purity of spectrum and therefore allow for very high quality measurements with very low noise – at a very high cost, and usually are bulky, requiring many extra components to split light beams and direct the light to the region of interest. The aim of this project is to use special components to eliminate the need for an expensive laser and simplify the arrangement for a 3D ESPI measurement. The introduction of a dual diffraction grating system makes it possible to replace a high quality laser with a low coherence, compact and cheap laser diode. Moreover, with this new proposed arrangement it is possible to obtain the 3D ESPI information using two in-plane ESPI systems combined in one, reducing complexity and offering up to 6 different measurement possibilities. Based on the fact that only 3 different measurements are required for solving a complete 3D displacement field, the remaining measurements can be used for data averaging and to increase the accuracy and reduce uncertainties. The new design is presented and a portable device is developed. The arrangement is explored to test the robustness against exterior factors such as temperature and ambient light, and the accuracy of the measurement is verified with a controlled sample and finite element analysis/analytical solutions.Applied Science, Faculty of
Mechanical Engineering, Department of
Graduate
27
Bucher, Barbosa da Silva Tahnee. "Bringing Pragmatics into the ESL Classroom." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522520.
Full textAbstract:
As a result of the expanding interest in the cognitive and social dimensions of language use beyond single sentences, a great number of research studies have been conducted in order to examine nonnative speakers’ ability to use language appropriately in a social context. Recently, with a growing understanding of the key role pragmatic competence plays in second language development, researchers have also investigated the benefits of direct instruction in helping language learners become aware of the pragmatic conditions governing the uses of grammatical structures. This thesis reports on the design and administration of a study that investigated language learners’ knowledge of pragmatics and how instruction can help them develop this knowledge in an environment where English is taught as a second language. Specifically, this project had two aims: (1) to observe the relationship between language proficiency and pragmatic competence of learners of English as a Second Language (ESL), and (2) to examine whether instruction was effective in improving those learners’ pragmatic knowledge. Pragmatic competence was measured quantitatively, through discourse judgment tasks, multiple-choice discourse completion tasks (MDCTs) and written discourse completion tasks (WDCTs) in a pre-, post-, and delayed post-test, designed specifically for this study. The participants in this research, thirty-nine adult ESL learners with a range of proficiency studying in the Intensive English Program (IEP) and in a university-level English course at West Virginia University, first took a language proficiency test and a pre-test on pragmatic knowledge. The participants were then assigned into two groups, experimental and comparison. The experimental group received four hours of direct instruction in five types of speech acts (requests, refusals, apologies, compliments, suggestions) and other aspects of pragmatic knowledge over a period of two weeks, while the comparison group was taught lessons on other topics without intervention during the same amount of time. An immediate post-test on pragmatic knowledge and a delayed post-test were given to both groups. The results showed that language proficiency and pragmatic knowledge were positively correlated with a moderate strength (r = .71, p < .001). Analysis of covariance and further analysis showed that the experimental group significantly outperformed the comparison group in both the post-test and delayed post-test. The experimental group benefited from the instruction, which used a blended methodological approach, and the instructional effect was retained after a one-week delay. The results of this research helped understand the communicative skills and intercultural competence of ESL learners and demonstrated that instruction in the area of pragmatics is not only important but it can be beneficial at all levels of language proficiency. It is hoped that the topics reported and discussed here and the findings may help both English as a Foreign Language (EFL) and ESL teachers gain a better understanding of second language learners’ pragmatic competence and development through instruction, so that when they incorporate pragmatics instruction into their teaching, they will be in a better position to adapt their practices to facilitate pragmatic development.
28
Collins, Lisa A. "Teaching drama in the ESL classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/LCollins2007.pdf.
Full text
29
Lam, Margaret Yiu-ki Kong. "Phonological awareness in Cantonese ESL students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40652.pdf.
Full text
30
Chiu, Chia-Hui. "Semantic development in ESL vocabulary acquisition." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3247996.
Full text
31
Damann, Melissa M. Mora-Marín David F. "ESL learners' perceptions of American dialects." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,440.
Full textAbstract:
Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Linguistics." Discipline: Linguistics; Department/School: Linguistics. Includes 8 supplemental sound files.
32
Jaakkola, L. (Linda). "Yrittäjyyskasvatus opetussuunnitelmissa varhaiskasvatuksesta esi- ja alkuopetukseen." Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031580.
Full textAbstract:
Tiivistelmä. Tämän tutkimuksen tavoitteena on luoda katsaus yrittäjyyskasvatus käsitteen määrittelyyn kuvailevan kirjallisuuskatsauksen keinoin. Tutkimusaineistoon perehtymällä selvitän, miten yrittäjyyskasvatus ilmenee oppimissuunnitelmissa varhaiskasvatuksesta esi- ja alkuopetukseen. Käsitteen määrittely kirjallisuuden pohjalta mahdollistaa opetussuunnitelmien tarkastelun. Tutkielmassani määrittelen ensin yrittäjyyskasvatuksen käsitteet, yrittäjyys ja kasvatus. Tarkastelen tutkielmassa yrittäjyyskasvatuksen määritelmän kautta sitä, miten yrittäjyyskasvatus ilmenee pedagogisissa normatiivisissa asiakirjoissa, varhaiskasvatussuunnitelmassa, esiopetussuunnitelmassa sekä peruskoulun opetussuunnitelmassa 1–2 vuosiluokilla. Käsittelen myös kasvatuksen ja koulutuksen sekä opettajien roolia yrityskasvatuksen edistämisen näkökulmasta. Lopussa pohdin sitä, käsitetäänkö yrittäjyyskasvatus samoin varhaiskasvatuksessa ja esi- ja alkuopetuksessa. Tutkielmani olen rajannut esi- ja alkuopetusikäisiin, sillä tutkin erityisesti yrittäjyyskasvatuksen jatkumoa.
Yrittäjyyskasvatus määritellään tutkielmassa käsitteiden avulla kasvatuksen ja koulutuksen näkökulmasta. Erittelen myös tavoitteita, asenteita ja arvoja, jotka luovat yrittäjyyskasvatukselle edellytykset. Yrittäjyyskasvatus mielletään osaksi laaja-alaista osaamista ja oppimisalueita opetussuunnitelmissa, joten tarkastelen yrittäjyyttä myös laaja-alaisenosaamisen alueena. Yrittäjyyskasvatus on elinikäistä oppimista ja sen vuoksi se kattaa opetussuunnitelmissamme varhaiskasvatuksesta aina toisen asteen koulutukseen asti. Tutkien erityisesti sitä, onko yrittäjyys linjattu opetussuunnitelmiin niin, että sen jatkuvuus voidaan taata tavoitteellisesti.
Yrittäjyyskasvatuksen käsiteen määrittely osoittautui monitahoiseksi. Kasvatuksen ja koulutuksen näkökulmasta yrittäjämäisen asenteen edistäminen ja yrittäjyyskasvatus pitää sisällään sisäistä yrittäjyyttä. Toisessa tapauksessa puhutaan yrittäjämäisestä toiminnasta, jossa ulkoinen ja sisäinen yrittäjyys katsotaan muodostavan toisiaan täydentävän elinikäisen jatkumon. Yrittäjyyskasvatuksen tavoitteeksi liitetään usein virheellisesti kuuluvan aina taloudellinen hyöty. Kirjallisessa aineistossa käsite miellettiin arvoiksi, asenteiksi ja toimintatavoiksi. Yrittäjyyskasvatuksen päätavoitteiden on näiden asenteiden välittäminen.
Eri käsitykset yrittäjyydestä ja sen sisältöalueista opettajien keskuudessa aiheuttavat haasteita yrittäjyyskasvatuksen tavoitteiden saavuttamisessa. Opetussuunnitelmat antavat raamit opetukselle, eikä yrittäjyyden määritelmää ole sisällytetty siihen. Sen vuoksi täydentävinä asiakirjoina Opetus- ja kulttuuriministeriö on linjannut Yrittäjyyskasvatuksen suuntaviivoja ja tavoitteita, joiden tarkoitus on tasata eroja yrittäjyyskasvatuksen sisältöalueiden ymmärtämisessä.
33
Li, Yibin. "Accelerating numerical applications using ESL methodologies." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/35991.
Full textAbstract:
This thesis is about exploring the suitability of ESL methodology for numerical applications. Numerical computing is the foundation of digital signal processing and many science computing. These applications all have high demand for processing speed and precision. On the EDA side, ESL increasingly draws designer's attention in recent years. Therefore, addressing the demand of numerical application with ESL methodology becomes the motivation of this thesis. Three cases presented in this thesis are TLM, FFT and Smith-Waterman. In the first case, the thesis details the development of programmable and hard-wired TLM computing solutions from methodology to post synthesis result. The comparisons of these two solutions are also presented. Motivated by the outcomes of this comparison, it was determined to investigate the suitability of ESL further. Subsequently, other two cases (FFT and Smith-Waterman) are presented.
34
Attwood, Anthony. "Approaching motion in the ESL classroom." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/72271/.
Full textAbstract:
The patterns used to express how a figure moves from one place to another may vary from language to language. These patterns are acquired early in childhood and are often resistant to restructuring (Slobin. 1996). As a result making the switch from Ll motion event patterns to a typologically different L2 pattern tends to be particularly difficult for language learners. Despite the evident challenges for learners. this area has been relatively neglected in language teaching. and there is virtually no research into how motion event construal can be taught. Taking a cognitive semantic approach. based on the theoretical framework for the typology of satellite-framed and verb-framed languages developed by Talmy (1985. 1991.2(00)) and Slobin (1987. 1996. 2004. 2005. 2006). this is the first study to compare the effectiveness of two instructional approaches in the teaching of L2 motion events with a focus on entering and exiting. Fifty-nine learners ofL2 English were quasi-randomly assigned to two groups: an input-based group and an input/output-based group. Pre-. post- and delayed post- tests were administered to assess learning and retention of the Manner verb+ Path satellite combination typical of English motion expressions. The measures included self-paced reading tests and picture-based written production tasks that were designed to draw on both implicit and explicit knowledge of motion event construal in English. The results showed Significant positive effects for both groups. As a result of the inSight gained. practical recommendations have been made for teachers approaching the domain of L2 English motion in the ESL classroom.
35
Vallo, L. (Leena). "Kasvatusyhteistyön muuttuminen esi- ja alkuopetuksen nivelvaiheessa." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705312248.
Full textAbstract:
Tutkielman tarkoituksena on selvittää kasvatusyhteistyön muotoja ja merkityksiä esiopetuksessa sekä alkuopetuksessa. Lisäksi tarkastellaan, kuinka kasvatusyhteistyö muuttuu esi- ja alkuopetuksen nivelvaiheessa, sekä kuinka vanhemmat kokevat kasvatusyhteistyön muutoksen. Nivelvaihetta esi- ja alkuopetuksen välillä kuvataan lapsen kasvun kannalta kriittiseksi. Tämän vuoksi kasvatusyhteistyö esiopetuksen, alkuopetuksen ja kodin välillä on tärkeää, lapsen kehityksen ja oppimisen jatkumon muodostumisen kannalta.
Teoriaosuudessa tarkastellaan esiopetuksen sekä perusopetuksen valtakunnallisia opetussuunnitelmia ja niiden antamia lähtökohtia kasvatusyhteistyön toteuttamiseen, sekä kasvatusyhteistyötä koskevia tutkimuksia ja artikkeleita. Aineistona tutkimukselle toteutettiin tapaustutkimushaastattelu, jossa ensimmäisen luokan oppilaan vanhempi kertoi kokemuksiaan kasvatusyhteistyöstä esiopetuksessa ja alkuopetuksessa. Tutkimus on luonteeltaan laadullinen.
Tutkimuksessa käytetyt lähteet, sekä tapaustutkimus vanhemman kokemuksesta kasvatusyhteistyön muutoksesta osoittavat että kasvatusyhteistyön muuttumiseen vaikuttavat päivittäisen kohtaamisen poistuminen vanhempien ja opettajan välillä, lapsen siirtyessä esiopetuksesta alkuopetukseen. Kasvatusyhteistyön tärkeimmiksi tukipilareiksi voidaan luetella vuorovaikutus, luottamus ja vastavuoroinen dialogi. Tutkimuksen tulokset ovat suurelta osin vastaavia aiempien kasvatusyhteistyötä tutkivien tutkimusten kanssa. Kasvatusyhteistyö koetaan vanhempien osalta tärkeäksi ja luottamus opettajan ja vanhempien välillä korostuu lapsen siirtyessä esiopetuksesta alkuopetukseen. Päivittäisen kohtaamisen poisjääminen opettajan ja vanhemman välillä esi- ja alkuopetuksen nivelvaiheessa, muuttaa kasvatusyhteistyön luonnetta sekä lapsen roolia. Muutos koetaan luonnollisena siirtymänä varhaislapsuudesta kohti itsenäistä koululaista.
Tutkimuksen tuloksia ei voida yleistää koskemaan kaikkia vanhempia, vaan tutkimus käsittää vain yhden vanhemman kokemuksen kasvatusyhteistyöstä. Tutkimus tarjoaa kasvattajille ja vanhemmille tietoa kasvatusyhteistyön muotoista sekä mahdollisuuden kehittää vastavuoroista kasvatusyhteistyötä sekä esiopetuksessa, että alkuopetuksessa.
36
Gaynor, Robert Lee. "Computer Grammar Checkers and ESL Writers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4796.
Full textAbstract:
The use of word processors has become common in writing instruction for students of English as a second language (ESL). Recent developments in microcomputer technology have increased the number of "tools" or writing aids that are incorporated into word processing programs. Among these are computer style and grammar checkers, programs that attempt to identify and diagnose stylistic, grammatical, and mechanical problems in writing. This study examines the suitability of commercial grammar checking programs for use by ESL writers through descriptive analysis of program features and evaluation of accuracy. The programs evaluated are Grammatik 5, Microsoft Word 6.0 and Correct Grammar (both using CorrecText as an underlying system), and Right Writer 6.0. The principal issues explored in the descriptive analysis are comparative ease-of-use, the nature of diagnostic advice and tutorial information, and modification capabilities of each program. The analysis shows that grammar checking programs that are part of word processing programs (e.g., Word Perfect and Microsoft Word) are easier to use, but lack key components that permit modification of advice messages and tutorial information, or addition of new error patterns. The evaluation of accuracy examines program performance in terms of error types the programs were designed to identify in relation to errors common in ESL writing. In a test of sample sentences, the overall accuracy rate for the most successful program, Grammatik 5, was only 50%. Microsoft Word and Correct Grammar were second with 42%; Right Writer 6.0 was the weakest, with a score of 25%. Program accuracy was substantially reduced in analysis of a sample student essay. Microsoft Word and Correct Grammar performed best, but with only 21% accuracy. The score of Grammatik 5 was reduced to 17%, and that of Right Writer 6.0 to 13%. This suggests that student writing contains a larger number of errors the programs cannot identify than do the test sentences. In addition, sentences in the essay contained multiple errors, while most of the test sentences contained only one error. Low accuracy rates might be improved by rule modification features of standalone versions of programs such as Grammatik 5 and Correct Grammar.
37
Golder, Patricia Lynn. "Sentence combining and the ESL student." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/754.
Full text
38
Jay, Jason T. "Faculty Orientations in ESL Professional Development." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.
Full textAbstract:
The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.
39
Shipper-Cordaro, Paula (Paula C. ). "Characteristics of College Level ESL Administrators." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278215/.
Full textAbstract:
While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.
40
Stråhed, Ellinor. "Classic literature in the ESL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31837.
Full textAbstract:
The aim of this study is to investigate how some teachers use classic literature in the ESL classroom. It is a qualitative study based on interviews with six teachers, all of them at upper secondary school.The classic literature of the English-speaking world has done much in shaping Western society as we know it, and thus it is important for the students of English as a second language to have at least some knowledge of the literature of the past. The syllabuses for English B and C also require it.My findings were that the teachers interviewed all saw classic texts as very important but challenging. Therefore, the texts introduced must suit the needs and interests of the students. There is also a language barrier to consider. However, classic texts can also be introduced through the use of films.Key words: English as a foreign language, classic literature, teacher views and attitudes, teacher experience
41
Londrico, Samuel Joseph. "Investigations in UT ESL Student Identities." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523039677067714.
Full text
42
Helmer, Sylvia. "ESL preschoolers' interpretation of nonverbal communication." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26487.
Full textAbstract:
Studies indicate that children acquire both verbal and nonverbal acuity at a very early age. Since it is also agreed that the nonverbal forms of communication children learn are culture-specific the acquisition of nonverbal gestures by second language learners is of considerable interest.
A study by Kumin and Lazar(l974) indicates that first language speakers as young as three have considerable ability in encoding and decoding the group of gestures known as emblems. The present study extends their findings by comparing the decoding of gestures by native English speakers (age 3-5) with non-native speakers. Thirty-six emblems and illustrators, two forms of commonly used gestures, were decoded by forty children, twenty native speakers and twenty ESL speakers. The gestures chosen .were screened by a panel of ten practicing ESL teachers who considered them to be typical of classroom interaction. The videotape of the gestures was validated by 62 native speakers before being administered to the children.
Analysis of variance results indicate there is a main effect for age as well as a very strong effect for ethnicity (native speakers vs ESL). A Spearman's rho rank correlation on the sequence of acquisition of the gestures raises the interesting possibility that there may be a developmental pattern such as is found in the verbal domain.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
43
Dickinson, David Wayne. "Kindergarten screening scores of ESL students." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28210.
Full textAbstract:
The purpose of the present study was to investigate the scores of children who learned English as a second language (L2) in comparison with children who learned English as a first language (L1). Specifically, the kindergarten screening scores of L2 children were analysed considering the variables of: preschool experience, screening date, age at time of screening and the kindergarten screening scores of children for which English is their first language. To investigate these variables the Florida Kindergarten Screening Battery scores of 79 L1 and 79 L2 children were compared to determine some of the differences between both groups.
The rationale for the present study is founded upon the fact that tests in general, and specifically the Florida Kindergarten Screening Battery are administered, interpreted and used for placement decisions, as if L2 children are identical to L1 children. In general, very little data was available as to how the performances of L1 children on these measures vary; even less information exists for children from Indo-Canadian or Oriental ethnic groups.
Students included in the present study attended kindergarten in the Vancouver Public School system during the 1987/1988 school year. Excluded from the study were students who were repeating kindergarten, enrolled in a French immersion kindergarten program, had an unknown preschool history or proven hearing, visual, intellectual or emotional problems. Students were randomly selected and matched for English language ability (L1/L2), sex and financial status.
Data used in the study had been previously collected during the 1987/1988 kindergarten screening by Vancouver school personnel. One way and two factor analyses of variance were used to test for equal means between groups and Pearson Product-Moment Correlations were used to determine the amount of relationship between individual factors within each group. Results indicated low positive correlations between preschool experience and subtest scores on the Peabody Picture Vocabulary Test-Revised and the Recognition-Discrimination Test for L2 students. Low positive correlations were also found between age at time of screening and scores on the Test of Visual-Motor Integration for L1 students. Results also indicated that: L1 students score significantly higher on the Peabody Picture Vocabulary Test, L2 students score significantly higher on the Test of Visual-Motor Integration and that screening date (September versus January) does not have a statistically significant amount of impact upon test scores of L2 children on the Florida Kindergarten Screening Battery.
It was concluded that because of the differences between groups, cross comparisons between ethnic groups should be made with caution until clarified by further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
44
Talif, Rosli. "Teaching literature in ESL in a Malaysian context : (proposed INSET course designs for literature in ESL instruction)." Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/11560/.
Full textAbstract:
In view of the recent introduction of a literature component in the Malaysian English language teaching syllabus, this research study sets out to determine the present situation concerning the teaching of literature in ESL in Malaysia with particular reference to the Class Reader Programme (CRP). This is in order to develop two proposed course designs for the teaching of literature in ESL at the secondary school level with special emphasis on the Malaysian context. Under the present circumstances, this study offers an immediate response to the new developments and challenges brought about by the literature in ESL programmes especially when the Malaysian Education Ministry implemented the CRP at the Form One level in all secondary schools beginning from the 1989 academic year. The Ministry also plans to introduce the forthcoming Elective Literature in English Programme (ELEP) for the upper secondary level (Forms Four-Five) during the 1991-92 school session. These programmes aim to introduce the use of literary texts for language and literary purposes. This study is also in line with the current effort undertaken by the Department of Languages at the Universiti Pertanian Malaysia (UPM) to develop teaching literature in ESL courses for its pre- and in-service education and training (INSET) programme. Questionnaires were developed and used as the means for gathering the data in three separate surveys which were carried out for the purposes of this study. The three respective surveys were to investigate: (1) the Universiti Pertanian Malaysia (UPM) TESL in-service teachers' training to teach literature in ESL in Malaysia; (2) teachers' response to the CRP; and (3) teachers' response to the needs analysis of course components for teaching literature in ESL in Malaysia. In addition, separate interviews which involved two assistant directors from the Ministry of Education, Malaysia had also been undertaken to obtain further information pertaining to the aims and implementation procedures for the literature in ESL programmes (CRP and ELEP) at the secondary school level in Malaysia. The sample for this study consisted of 144 in-service teachers at UPM who were undergoing a four-year Bachelor of Education (B. Ed.) programme in Teaching English as a Second Language (TESL) and twenty-three Form One English language teachers from eleven selected rural and urban secondary schools in Malaysia who had been involved with the CRP. The outcome of this study primarily revealed that in the English language syllabus the respondents were not adequately prepared to teach the literature component; thereby, establishing the need for teaching literature in ESL courses in teacher education programmes in Malaysia. In relation to this finding, two proposed course designs which cater for the integrated language and literature teaching programmes in Malaysia (CRP and ELEP) were developed as an initial and practical response toward this undertaking. The two proposed courses are known as "Literature in ESL in the Language Class" and "Literature in ESL in the Literature Class”. Essentially, these two complementary courses promote the use of literary texts in the ESL classroom. Due consideration had been given to the following factors in the process of developing the two proposed courses: (1) the aims and objectives of the literature in ESL programmes in Malaysia (CRP and ELEP); (2) the results of the three empirical surveys which were conducted for the purposes of this study; (3) the review of the literature; and (4) the researcher's five years of practical experience in working with the Teaching of English as a Second Language (TESL) pre- and in-service teacher training and development programme at UPM. It is hoped that the results of this study will have some implications for future considerations on teaching literature in ESL courses, particularly in Malaysia, and also provide some basic principles and directions for future research in the area. More importantly, this initial effort should be regarded as a primary attempt to address the inadequacy of courses on methodology in the teaching of literature in ESL in the Malaysian teacher education curriculum. It may also serve as a practical guide to those who are interested in understanding more about the nature of literature teaching in ESL in general and in the Malaysian context in particular.
45
Tarif, Rosli. "Teaching literature in ESL in a Malaysian context (proposed INSET course design for literature in ESL instruction)." Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304973.
Full text
46
Wärn, Anton. "Adapting THIEVES in the ESL classroom : Adapting a pre-reading strategy using lyrics in the ESL classroom." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39435.
Full textAbstract:
The aim of this essay is to test how a teacher can use a pre-reading strategy in the ESL classroom. The pre-reading strategy will be used with song lyrics instead of the usual classroom textbooks. The reaserch questions for this essay are Does the pre-reading strategy “THIEVES” give any results when teaching English as a second language in the classroom? Can any results be discerned after six weeks of working with this pre-reading strategy in a Swedish ESL classroom context? Do students find it easier to work with song lyrics rather than other types of texts?
47
Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.
Full textAbstract:
A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces.
This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
48
Jackson, David Lee. "ESL for political action : a critical evaluation of the farmworkers ESL crusade and its Freire-inspired philosophy." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26841.
Full textAbstract:
This thesis evaluates the first three years of the Canadian Farmworkers Union ESL Crusade and the Freire-based philosophy which inspired it. Based on the author's three years of participant-observation, it pursues the following question: In the context of the union, is it possible to operate an ESL program which will both teach basic ESL and further the union's goal of organizing Punjabi farmworkers?
The thesis begins by summarizing Freire's educational/ political philosophy, and continues by examining the program's context: conditions of farmwork in British Columbia, the role of CFU in improving them, and the dynamics of the Punjabi community which affect this process. This is followed by a detailed description and evaluation of the Crusade: its objectives, recruiting and training of volunteer tutors, teaching methods and materials, curriculum topics, organizing strategies, results in terms of both teaching ESL and organizing, and finally analysis of the program's limitations.
The following section re-evaluates Freire's philosophy in view of three years experience in a North American setting. Key issues include the relationship between students' concerns and the union's agenda, dialogue versus banking, the complex nature of oppression for North American immigrants, the distinction between a realistic and idealistic frame of reference in operating and evaluating a program, and the importance of organizers reflecting on their own vested interests. All these issues proved salient to the daily operation of the program and have ramifications for other programs.
In the course of three years, the Crusade was able to develop methods and materials which had good potential both for ESL instruction and organizing, and which approached the Freirian ideal. However, a number of limitations prevented the program from fulfilling this potential. Some of these could be overcome with changes in the Crusade's format, such as using full-time Punjabi tutors rather than Anglo volunteers. The study concludes by outlining these changes plus directions for further research.Education, Faculty of
Graduate
49
Bingleman, Luke. "Enhancing the robustness of ESPI measurements using digital image correlation." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27540.
Full textAbstract:
Electronic Speckle Pattern Interferometry (ESPI) provides a sensitive technique for measuring
surface deformations. The technique involves comparison of the speckle phase angles within
surface images measured before and after material deformation. This phase angle comparison
requires that the speckle positions be consistent in all images. A lateral shift between images
by just one pixel substantially degrades ESPI measurements, while a shift of two or more pixels
typically causes complete speckle decorrelation and compromises the measurement entirely.
To prevent such lateral motions, the specimen and the optical system must be rigidly fixed.
This requirement typically prevents use of the ESPI method in applications outside laboratories
or where it is necessary to remove the specimen from the optical setup between ESPI
measurements. Here, Digital Image Correlation (DIC) is used to track speckle motion caused by
specimen displacement between ESPI measurements. The measured images can then be
mathematically shifted to restore the original speckle locations, thereby recorrelating the ESPI
measurements. Examples are presented where ESPI measurements are successfully made with
specimen shifts in excess of 60 pixels. A novel ESPI measurement technique where the specimen
is removed in between ESPI measurements is also developed and validated.
50
Saito, Edson Hiroshi. "Medição de tensões em componentes mecânicos utilizando a técnica ESPI." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/263913.
Full textAbstract:
Orientador: Auteliano Antunes dos Santos JuniorDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecânica
Made available in DSpace on 2018-08-16T17:18:43Z (GMT). No. of bitstreams: 1 Saito_EdsonHiroshi_M.pdf: 2483546 bytes, checksum: f0889b176e6cc7896851b8620c53c361 (MD5) Previous issue date: 2010
Resumo: A técnica ESPI, sigla em inglês - Electronic Speckle Pattern Interferometry -, ou ainda, Interferometria Eletrônica por Padrão de Speckle, surgiu em conseqüência do desenvolvimento da metrologia a laser, que possui como característica o chamado efeito speckle. Este efeito é o fenômeno óptico de interferência de ondas eletromagnéticas coerentes - que é o caso do Laser - que possibilita a geração de padrões de franjas de interferência, a partir das quais é possível medir o deslocamento de superfícies e posteriormente calcular as tensões e deformações. Por se tratar de uma metodologia não destrutiva e sensível a pequenos deslocamentos, essa metodologia tem se difundido na indústria para medição de Tensões em componentes mecânicos de formas complexas e como aplicação de apoio para outras técnicas como análise por Elementos Finitos. O objetivo deste trabalho é a aplicação da técnica ESPI em componentes mecânicos fazendo uso de uma metodologia através da qual seja possível estabelecer um procedimento de medição da tensão com confiabilidade. O desafio é estabelecer a adequada aplicação da ferramenta em ambiente industrial, onde há a interferência de ruídos, temperatura, vibração, além de uma adequação de equipamentos de ensaio que pode influenciar diretamente nos resultados de medições. A correta medição das tensões e deformações através de um ensaio não destrutivo e de rápido diagnóstico pode trazer diversos benefício, dentre os quais as cifras gastas em peças destruídas, tempo de medição e economia de mão-de-obra. Os resultados do presente trabalho são a determinação das variáveis influentes na aplicação do ESPI, levantamento das causas raízes dos problemas de medição e, a partir dessas informações, consolidar um procedimento padrão para aplicação em medição de tensões em componentes utilizando a técnica ESPI
Abstract: The ESPI technique - Electronic Speckle Pattern Interferometry - has emerged as a result of the development of laser metrology, which is characterized as the so-called speckle effect. This effect is an optical phenomenon of coherent electromagnetic waves interference - as Laser. It allows the generation of fringes interference from which it can be measured the displacement of surfaces and therefore calculated the stresses and strains. As a no-destructive methodology and being sensible to small displacements, it has being spread out in the industry by measuring Stress and Displacements in complex mechanical components and as a support to Finite Elements Analysis (FEA) and others techniques. The objective of this work is the application of the ESPI technique testing mechanical components making use of a systematic methodology by which it will be able to establish a procedure for measuring stress with reliability. The challenge is to establish the application procedure in the industrial environment, where there are a lot of interferences like noises, temperature variation, vibration etc., besides the fact that the testing equipment to be adapted to static tests can influences in the results. The stress and displacements measurement in a nodestructive test and fast result diagnose can bring a lot of benefits in financial terms serving as a support tool for other testing procedures. The results from this project are the determination of main variables for ESPI application, establishment of root causes in measurements problems using ESPI, and hence consolidate a standard procedure for ESPI application in strain /stress measurement in mechanical components
Mestrado
Mecanica dos Sólidos e Projeto Mecanico
Mestre em Engenharia Mecânica