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Dissertations / Theses on the topic 'Foreign Language and education'

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Published: 4 June 2021

Last updated: 8 February 2022

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1

Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.

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2

Oldham, Seth. "Foreign language teachers’ perceptions of observational feedback." Kansas State University, 2016. http://hdl.handle.net/2097/32552.

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Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>Though the subject of recent national attention and various in-depth investigations, the most effective approach to teacher evaluation in the United States is still an issue of debate. The latest research focuses on evaluation of teachers of core content areas like math, science and reading, but evaluation of foreign language teachers and programs receives comparatively little attention in the literature. This study examines issues related to observational feedback particular to the foreign language teaching context using da

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3

Ahn, Misook. "Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course| The Case Study of Defense Language Institute Foreign Language Center." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10683956.

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<p> The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, p

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4

Graham, Suzanne. "Foreign language learning processes in post-compulsory education." Thesis, University of Bath, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261182.

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5

Meyers, Philip Carey. "INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65656.

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CITE/Language Arts<br>Ed.D.<br>This study was an exploration of the relevance of the generative learning theory of educational psychology to second language vocabulary learning tasks. The generative learning theory (Wittrock, 1974) predicts that people learn by generating associations between new information and prior experience and knowledge, as well as between individual new items of information. It also proposes that the educational environment, from curriculum design to individual learning tasks, should be designed to facilitate the generation of those associations that lead to learning. I

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Sparks, (de Zantinga) Lynne Marie. "Educational Success Prediction Instrument 2nd Version| A Foreign Language Perspective on Readiness to Take a Beginner High School Foreign Language Online Course." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621304.

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<p> Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study was designed to ascertain the attributes that determine readiness for the online foreign language student. In addition, questions used in the Educational Success Prediction Instrument 2<sup>nd</sup> Version, ESPRI V-2, an instrument created to test

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7

Corbitt, William Keith. "Learning styles, strategy use and metacognitive awareness in foreign language reading by Modified Foreign Language Program post-secondary students of Spanish." Thesis, Indiana University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569001.

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<p> Learning to read in a foreign language can be a difficult task for some students. For at-risk students, for example, students with learning disabilities, the process can be arduous and painstaking. This study explored and compared the reading strategies, preferred foreign language learning styles, perceived foreign language strategy use, actual strategy use and metacognitive awareness of at-risk students in a Modified Foreign Language Program (MFLP) of postsecondary Spanish with those of non at-risk students in a non-MFLP. </p><p> This study followed a mixed-method design consisting of

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8

Westfall, Philip J. L. "Re-estimation of student ability in foreign languages using the Rasch model /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712160434.

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9

Bergen, Sarah. "Mathematics and Foreign Language: Authentic Texts in Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492529675611436.

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10

Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.

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The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign languag

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11

Apelgren, Britt Marie. "Foreign language teachers' voices : personal theories and experiences of change in teaching English as a foreign language in Sweden." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323900.

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12

Qian, Lihua. "Conceptions of the role of culture in foreign language education in China." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=179539.

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Interest in foreign language, in particular English, education in China has grown considerably in the past three decades, not only in terms of linguistic aspects, but also, more recently, its cultural dimension. The recent syllabuses for non-English and English majors have placed emphasis, to varying extents, on the development of students’ cultural knowledge and/or intercultural communicative competence. The purpose of the research reported in this dissertation is to provide a panoramic picture and a characterisation of the conceptions of culture and its role in English language teaching and

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13

NOGUEIRA, MARIA CRISTINA MATOS. "WHY NOT LET ME SPEAK IN ANY LANGUAGE I LIKE?: FOREIGN LANGUAGE EDUCATION, IDENTITY AND INTERCULTURAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35469@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Esta pesquisa teve por objetivo investigar o potencial do ensino de língua estrangeira na promoção de uma educação intercultural. Examina diferentes propostas para uma educação intercultural, considerando tanto o pensamento educacional mais amplo como as propostas originadas da reflexão sobre ensino de língua estrangeira, em particular o trabalho de Kramsch, Byram e Guilherme. Segundo esses autores, a aprendizagem de línguas deveria possibilitar aos alunos o desenvolvimento de uma competência comunicativa intercultural e de uma consciência

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14

Masters, Megan Christina. "Pathways to Proficiency| Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework." Thesis, University of Maryland, College Park, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790201.

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<p> It has perhaps never been clearer that in order to effectively communicate with global governments and develop reasoned foreign policy, the United States Intelligence Community requires the support of trained linguists. The development of foreign language proficiency is a complex process requiring a significant investment of time and resources. For learners involved in intensive foreign language training within the United States Government (USG), the Department of Defense (DoD) has developed various Language Difficulty Categorization (LDC) frameworks aimed at standardizing the amount of ti

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15

Zhu, Juanjuan. "Citizenship Education and Foreign Language Learning: Deconstructing the Concept of Good Citizenship Embedded in Foreign Language Curricula in China and America." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1735.

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Amid a recent wave of revived interest in citizenship and citizenship education, foreign language education is emerging as an important but under-researched site for the education of citizens under conditions of globalization and massive social, economic, and political changes. This qualitative study deconstructed the concept of good citizenship embedded in China's and America's foreign language curricula during the past decade. The study presented a comparative critical discourse analysis of four interwoven data sets: (a) foreign language policies and/or curriculum standards bounded by the tw

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16

Li, Cong. "Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.

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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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18

Alghothani, Dima. "Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538.

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19

Crerand, Mary E. Lavin. "From first language literacy to second language oracy to second language literacy : the act of writing in a foreign language context." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239369687.

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20

Staatsexamen, Sabine Jones. "Various modes of foreign language learning among adults." Thesis, University of Ulster, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328202.

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21

Zotou, Vasiliki. "Effective foreign language teaching : a Greek case study." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239863.

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22

Nakata, Yoshiyuki. "Motivation and experience in foreign language learning /." Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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23

Ludke, Karen M. "Songs and singing in foreign language learning." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5500.

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Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can enhance the L2 learning process by improving listening and speaking skills, pronunciation, intonation, and vocabulary. Experiments have shown that under certain conditions, a sung presentation of linguistic material can facilitate verbal learning in the native language. To date, however, there is very little research evidence that singing can increase L2 skills. This thesis begins to methodically evaluate whether listening to songs and sin

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24

Alikoski, M. (Maria). "Differentiation in the foreign language classroom:teacher perspectives, practices and experiences." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201508141910.

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Students come in to the foreign language classroom with very different learning profiles, that is, readiness, interests, learning styles, social backgrounds and emotional needs. In order to respond to these differences and needs, and consequently promote students’ growth to their full potential as both human beings and FL users, teachers need to differentiate their teaching. This is also in the requirements of the Finnish Core Curriculum (2004) and the amendments of 2010, as differentiation is an integral means of providing general support for all students. Research has been done on differenti

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25

Erickson-Betz, Emily. "Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784546.

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<p> This mixed methods study examines the difference in high school foreign language learners’ acquisition of French oral proficiency skills by types of task. This study also examines the roles of the student learners and the teacher in developing oral proficiency skills during two different types of tasks in the high school foreign language classroom, namely the power of the social interactions between learner groups and between learners and teacher in developing oral proficiency. Over the course of an eight-week unit of study, three participating French 2 classes and one participating

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Li, Sha. "A Comparative Study of K-12 Foreign Language Education in American and Chinese Public Schools: A Case Study of Six Foreign Language Teachers." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384810365.

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Ramirez, Lamus Daniel A. "Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1856.

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Since 2004 the Colombian Ministry of Education has been implementing the Programa Nacional de Bilingüismo (PNB) with the goal of having bilingual high school graduates in English and Spanish by 2019. However, implementation of the PNB has been criticized by English Language Teaching (ELT) specialists in the country who say, among other things, that the PNB introduced a discourse associated exclusively with bilingualism in English and Spanish. This study analyzed interviews with 15 participants of a public school of the Colombian Escuela Nueva, a successful model of community-based education th

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Vasquez, Julian A. "A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.

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Riekki, M. (Maritta). "Navigating change:nexus-analytic explorations in the field of foreign language education." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526214108.

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Abstract The purpose of this study is to navigate the complexity of change in the field of foreign language education. The study follows ethnographic guidelines. Thus, it aims at analysing various learning and teaching situations and, additionally, at offering possibilities for new reflections and practices. The empirical cases of the study have been analysed with nexus analysis. The multiple data include, for example, answers to online surveys, videos, various presentations, papers and learning journals by students as well as ethnographic observation. The study will map the main development o

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30

Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Benedetti, Teresa A. "An investigation of peer coaching in the foreign language student teaching practicum /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250268813.

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32

Reif, Ziemann Jody Ann. "The effects of current oral proficiency demands on foreign language teachers." Thesis, Marian University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10191828.

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<p> The current recommendation by The American Council on the Teaching of Foreign Languages (ACTFL) is that communication in the target language should comprise at least 90% of instructional time in the second language classroom (ACTFL, 2012). This constructivist mixedmethod study contributes to the literature on the oral skills of practicing high school teachers and the oral skills training they receive in teacher preparation programs. Data for the study were collected in two phases, from nine face-to-face interviews, and from electronic survey respondents. Surveys were sent out to two hundre

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Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.

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Christensen, R. Bryan. "Paying for language skills| The Department of Defense Foreign Language Incentive Program." Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563610.

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<p> Many organizations have a great need for people conversant in foreign languages and cultures. The U.S. Department of Defense operates globally and is always in need of people who can communicate across cultural and linguistic divides, and the gap between what is needed and the personnel who can meet those needs is often considerable. To address this deficit the DOD implemented an incentive pay in the mid 1980s to reward those servicemembers who could prove proficiency in a foreign language. The Foreign Language Proficiency Bonus (FLPB) has gone through numerous changes over the years and t

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Habbal, Manal S. "Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

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Top, Ercan. "Evaluation Of Preservice Foreign Language Teachers&#039." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1063676/index.pdf.

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This study evaluated Department of Foreign Language Education students&amp<br>#65533<br>perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T&amp<br>#65533<br>s six sub standards -technology operations and concepts<br>planning and designing learning environments and experiences<br>teaching, learning, and the curriculum<br>assessment and evaluation<br>productivity and professional practice<br>social,

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37

Warnick, J. Paul. "A phenomenology of reading performances: Reading Japanese as a foreign language /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476409126.

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38

Luebbers, Julie Brooke. "How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044.

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39

Cornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

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Unklesbay, Laura Meghan. "The Importance of Foreign Language Education with an Emphasis on the German Language in Southern Arizona." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/322078.

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41

Jones, Francis Redvers. "Going it alone : self-instruction in adult foreign-language learning." Thesis, University of Newcastle Upon Tyne, 1996. http://hdl.handle.net/10443/189.

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This project looks at foreign-language self-instruction by adult native speakers of English. A literature review surveys the self-instruction field, plus more general literature on second language acquisition, learner characteristics and strategies, and course design. An initial pre-study presents a taxonomy of published teach-yourself package features, based on a survey of over 40 courses. The second pre-study presents a learner-diary study of 11 months' self-instruction of Hungarian from post-beginner level by the researcher. Lexis and listening are revealed as the main challenges, and the i

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42

Adams, Julie. "What are modern foreign language teachers' constructions of GCSE coursework?" Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275028.

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43

Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.

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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language c

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44

Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.<br>Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.

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Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.

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There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers hav

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Franciosi, Stephan J. "Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611461.

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<p> Digital Game-Based Learning (DGBL) is an innovative educational approach that is becoming increasingly popular among researchers and practitioners in technologically advanced countries in the West, but is largely unknown or ignored in the instruction of Foreign Languages (FL) in Japanese higher education. This is problematic because more interest in research and implementation among faculty in Japan would likely contribute to the development of DGBL and improve the quality of FL education. The purpose of the present study was to better understand the lack of interest in DGBL in Japan by em

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Kagwesage, Anne Marie. "Coping with Learning through a Foreign Language in Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90165.

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The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recor

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Kurihara, Noriko. "The Significance of Collaborative Learning in Foreign Language Education: A Sociocultural Perspective." Kyoto University, 2019. http://hdl.handle.net/2433/242721.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第21844号<br>人博第873号<br>新制||人||209(附属図書館)<br>2018||人博||873(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授金丸敏幸, 教授谷口一美, 准教授高橋幸, 教授田地野彰<br>学位規則第4条第1項該当

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Pino, Daniela. "Learning Italian as a Second Language in an Italian/English Dual Language Program| Evidence from First to Fifth Grade." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751886.

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<p> This research study was conducted with the intention of determining the most common errors that occur in the development of Italian oral language skills among 102 students participating in a 90/10 (90% in Italian/10% in English) dual language program offered at a California public elementary school. The 90/10 program breaks down instruction as follows: Kfirst grade 90% instruction in the target language/10% in English; in second grade 80/20; in third grade, 70/30; in fourth, 60/40, and in fifth, 50/50. Although the ratios change, the program is officially known as 90/10. The students in th

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Obeid, Hoda. "Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94927.

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The present study aimed at investigating the effect of training in think-alouds on Arabic (L1) and English (L2) reading of eighth grade EFL students in a Lebanese private school. Participants were randomly assigned to two groups: Students in one group received training in the use and application of think-aloud reading strategies in narrative and informative English texts; whereas, students in the other group read the same selections according to their regular reading instruction. It was expected that eighth grade EFL students who received training in think-alouds would show better reading com

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