Dissertations / Theses on the topic 'Foreign language proficiency'

In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.

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 hundred four teachers and responses were received from sixty-eight.

Identified themes that emerged from interview participants’ experiences were: 1) use of target language vs. English in class, 2) challenges target language teaching presented for teachers, and 3) teachers’ responses to these challenges. A twenty-one question electronic survey was created based upon these themes and sent out state-wide to high school Spanish teachers.

In a significant finding, while participants indicated an overall feeling of being sufficiently proficient in their own oral skills and supporting use of the target language as much as possible in classroom activities, slightly more than one-half of teachers surveyed reported they were not adequately prepared to teach in a Standards-based curriculum which emphasizes the use of target language. Findings also indicated that consideration should be given to providing additional professional development opportunities regarding knowledge of and implementation of the Standards, as well as creation of further opportunities for target language maintenance for currently practicing teachers and additional opportunities for pre-service teachers in their university programs to improve their oral proficiency. In addition, this study revealed that, in this state, the taking and passing of the Oral Proficiency Interview or not needing to do so did not significantly impact the amount of target language used in class by teachers or student. Regarding length of teaching career and use of Spanish in class, this study showed a higher use of the target language by both teachers newer to the profession and those more senior teachers with less Spanish use in class reported by teachers who had been teaching between six and ten years.

Suggestions for future research were offered such as expanding studies to include middle school and elementary school levels, conducting similar studies with teachers of other languages than Spanish, and investigating other state’s teachers’ perspectives. Further data could provide more in-depth insights if the amounts of target language spoken for the various purposes were broken out into percentages by each level of language taught by instructors.

Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated the occurrence of pragmatic transfer in the refusals of Korean EFL learners at three proficiency levels due to the cross-cultural differences in refusal patterns in Korean and English. Forty native speakers of Korean, 37 native speakers of English, 22 beginning, 43 intermediate, and 46 advanced Korean EFL learners participated in this study. Data were collected using a written discourse completion test taken from Takahashi and Beebe (1987) and Beebe et al. (1990), which elicited refusals of requests, invitations, offers, and suggestions :from interlocutors of different status (i.e., higher, equal, and lower status). The data were also categorized according to the refusal taxonomy of Takahashi and Beebe (1987) and Beebe et al. (1990), and were analyzed in terms ofthe :frequency and content of the semantic formulas used by the subjects. The learners' refusals were compared to those of native speakers ofKorean and English in order to examine the extent of pragmatic transfer from Korean to English. Evidence of pragmatic transfer was found in the refusals of learners at all three proficiency levels. Further, pragmatic transfer increased as learners' proficiency increased, supporting Takahashi and Beebe (1987)'s positive correlation hypothesis. Beginning level learners' refusals, due to a lack of target language knowledge, tended to be short and abrupt, deviating from both native and target language speakers' refusals. Intermediate level learners were able to express Korean norms of politeness in their target language refusals to a greater degree than were beginning level learners. Advanced level learners' refusals, however, resembled those of native speakers ofKorean to the greatest degree. They had sufficient linguistic means to transfer the forms as well as the tentative, figurative, and philosophical tone of their native language to the target language. In addition, advanced learners were at times more verbose than native speakers of Korean or English since they elaborated and mitigated their refusals by using the preferred semantic formulas of both their native and target languages. The implications of the findings for teaching and learning pragmatics in the EFL classroom were provided.
2031-01-01

Thesis (MA)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Research into the variables which affect second language (L2) learning has shown varying results. The relationship between one of these factors, language learning strategies (LLSs), and language proficiency has been studied extensively in the English as a second language (ESL) setting, often with inconclusive results. Other variables which have been shown to influence the type and frequency of LLS use include gender and length of exposure to the L2. There has however been a dearth of studies focusing on the relationship between LLSs and these variables, including language proficiency, in the English as a foreign language (EFL) context, and especially in East-Asian and South-East Asian tertiary settings. Against this backdrop, this study sets out to investigate the relationship between the LLSs and language proficiency of Vietnamese-speaking EFL learners in Vietnam in an attempt to add to the body of literature in this field. This study begins by discussing various prominent classification systems of LLSs and provides a definition which will be used in this investigation. This is followed by a discussion of the existing LLS literature, focusing on the variables to be tested, and LLS research in the Asian setting. To test whether there is a significant relationship between the participants’ LLS use and their language proficiency, and also whether gender and length and type of exposure to the L2 influenced their LLS use, data was collected quantitatively. Firstly, data was gathered on the students’ type and frequency of LLS use by means of a commonly implemented self-report questionnaire, the Strategy Inventory for Language Learning (SILL) and on their language proficiency by means of their course assessment results. A background questionnaire was used to collect information on the other variables to be tested. The participants were found to be medium to high frequency LLS users overall, with their reported use of certain LLS categories contradicting the general stereotype that Asian students are passive and rote learners. No significant correlations were found between frequency of LLS use and language proficiency. Furthermore, no significant difference was found between the reported frequency and type of LLS use of female and male participants, nor any correlation between additional exposure to English outside of high school and LLS use. These results are then discussed in the socio-cultural context of Vietnamese-speaking learners in a tertiary EFL setting, followed by conclusions drawn from these results, and suggestions for future research.
AFRIKAANSE OPSOMMING: Navorsing rakende die faktore wat die verwerwing van ’n tweede taal (T2) beïnvloed, het verskillende resultate opgelewer oor die afgelope paar dekades. Die verhouding tussen een van hierdie faktore, naamlik taalleerstrategieë (TLSe), en taalvaardigheid is reeds uitvoerig ondersoek in die konteks van Engels as tweedetaal (ET2), dikwels met onbesliste resultate. Ander faktore wat volgens navorsing ook ’n invloed blyk te hê op die tipe en gereeldheid van TLS-gebruik, sluit in geslag, sowel as lengte van blootstelling aan die T2. Daar is egter ’n tekort aan studies wat fokus op die verhouding tussen TLSe en hierdie veranderlikes, insluitend taalvaardigheid, in die konteks van Engels as vreemdetaal (EVT), spesifiek in Oos-Asiese en Suid-Oos-Asiese tersiêre instansies. Teen hierdie agtergrond het hierdie studie ten doel om die verhouding tussen die TLS-gebruik en taalvaardigheid van Viëtnameessprekende EVT-leerders in Viëtnam te ondersoek, ten einde by te dra tot die literatuur in hierdie veld. Hierdie studie begin met ‘n bespreking van verskeie prominente TLS-klassifikasiesisteme en die uiteensetting van die definisie van “TLS” wat in hierdie ondersoek gebruik sal word. Daarna volg ’n bespreking van die bestaande TLS-literatuur. Ten einde te toets of daar ’n beduidende verhouding is tussen die deelnemers se TLS-gebruik en hulle taalvaardigheid, en ook of geslag en die lengte en tipe blootstelling aan die T2 die deelnemers se TLS-gebruik beïnvloed, is kwantitatiewe data ingesamel. Data rakende die tipe en gereeldheid van die deelnemers se TLS-gebruik is deur middel van ’n wyd geïmplementeerde self-rapporteringsvraelys, naamlik die sogenaamde “Strategy Inventory for Language Learning” (SILL), ingesamel. Die deelnemers se kursusassesseringsresultate is geïnterpreteer as ‘n aanduiding van hulle taalvaardigheid. Die gerapporteerde gebruik van sekere TLS-kategorieë weerspreek die algemene stereotipe dat Asiese studente passiewe leerders is wat staatmaak op blote memorisering. Geen beduidende korrelasies is gevind tussen taalvaardigheid en die gereeldheid waarmee TLSe gebruik word nie. Verder is geen beduidende verskille gevind tussen die gerapporteerde gereeldheid of tipe TLS-gebruik van manlike teenoor vroulike deelnemers nie. Daar is ook geen beduidende korrelasie gevind tussen TLS-gebruik en addisionele blootstelling aan Engels wat deelnemers gedurende hulle hoërskooljare buite skoolverband ontvang het nie. Hierdie resultate word geïnterpreteer en bespreek met inagname van die sosiokulturele konteks van Viëtnamees-sprekende leerders in ’n tersiêre EVT-omgewing. Daarna word gevolgtrekkings gemaak op grond van die resultate, en voorstelle vir verdere navorsing gebied.

This inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured using a pre/post-SA Computerized Oral Proficiency Instrument (COPI, CAL, 2009). Gain scores were correlated with two cognitive aptitude measures: 1) the Modern Language Aptitude Test (MLAT); 2) a phonological working memory test (WM); and 3) a series of motivational and affective aptitude measures including Willingness-to-communicate (WTC, McIntyre, 1992), motivation and other affective variables (Gardner, 1985; Yashima, T., Zenuk-Nishide, L., & Shimizu, K., 2004).

The researcher concludes that the students made significant gains in oral proficiency during the experience abroad, both in terms of COPI scores and fluency (words/minute). Using the Language Contact Profile (LCP, Collentine & Freed, 2004) students reported speaking, listening and reading significantly more in Spanish than in English during the study abroad; however, they reported writing almost as much in English as in Spanish. There was a significant negative correlation between the MLAT and COPI gains; indicating that students who had higher language learning aptitude made fewer gains in oral proficiency while abroad. WM, WTC and other affective aptitudes were not correlated with COPI gains in this study; WM and L2 anxiety were significantly correlated with the pre-SA COPI. Finally, WM and the MLAT were significantly correlated, but no other aptitude measures collected were found to correlate.

In the discussion the researcher reviews the inverse pyramid schema of the ACTFL guidelines (1999) and demonstrates the impact of the imprecise delineation between the levels. The contraction of the scale at the upper reaches leads to a ceiling effect for second language learners and does not allow an accurate depiction of growth in language skill and development. As the ACTFL scale is the standard in oral proficiency measurement in the United States, data collection instruments based on this scale do not meet the needs of researchers in SLA or educational settings that wish to investigate achievement in oral proficiency in varying context of language leaning.

Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 106. Thesis director: Anthony E. Kelly. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 99-105). Also issued in print.

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 time learners are given to meet established proficiency criteria. Despite the widespread adoption of LDC frameworks over the past 60 years, few empirical studies have examined the systematicity in proficiency patterns for languages grouped within the same difficulty category. By situating the analysis within the framework of a logic model, data-mining techniques were used to statistically model, via path analysis, the relationships between program inputs, activities, and outcomes.

Two main studies comprised the investigation. Study 1 employed a contrastive-analytic approach to examine the coherence with which both cognitive (e.g., general aptitude, language-specific aptitude, and average coursework outcomes) and non-cognitive (e.g., language preference self-assessment scores) variables contributed to the development of foreign language achievement and proficiency outcomes for three languages grouped within the same category. For Study 1, only learners who completed the entire foreign language-training program were included in the analysis. Results of Study 1 found a great deal of coherence in the role that language-specific aptitude and 300-level average coursework grades play in predicting end-of-program proficiency outcomes. To examine the potential hidden effects of non-random attrition, Study 2 followed the same methodological procedures as Study 1, but it imputed missing coursework and proficiency test score data for learners who attrited (that is, “dropped out”) during the intensive foreign language-training program. Results of the imputation procedure confirmed that language-specific aptitude plays a robust role in predicting average coursework outcomes across languages. Study 2 also revealed substantial differences in the role that cognitive and non-cognitive variables play in predicting end-of-program proficiency outcomes between the observed and imputed datasets as well as across languages and skills.

Language Arts
Ed.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses

Thesis (M.S. in Operations Research) Naval Postgraduate School, March 1999.
Thesis advisor(s): Lyn R. Whitaker, Samuel E. Buttrey. "March 1999". Includes bibliographical references (p. 125). Also available online.

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 French teacher completed a prescribed series of speaking tasks. Class one completed only information gap tasks. Class two completed only dictogloss tasks. Class three alternated each task types every other week. Learner pre- and post-test scores were collected from the World Languages Department’s speaking test for the unit. ANOVA was conducted using the quantitative data collected. While no significant differences were present between classes, qualitative findings indicate that the learners and the teacher have created powerful constructs of learning and that students were able to progress conversational skills across a unit of study. Teacher interviews, classroom observations, and video transcripts display the scaffolding of learning inside the classroom and lend insight to the roles of the learners and the teacher in the development of high school foreign language learner oral proficiency skills. The findings of the study suggest that the tasks, implemented through social interactions in the classroom, and constructed by the teacher’s purposeful design, support foreign language learner oral proficiency development. The manner in which the participating teacher in this study implemented the taught curriculum demonstrates the influence of scaffolding, support systems, and the ability of learners to take ownership over their learning.

An abstract of the thesis of José Luis Perea-Hernández for the Master of Arts in Teaching English to Speakers of Other Languages presented February 11, 2010. Title: Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process. For instance, despite the fact that Oregon item-writers produced test items in summer 2004, they identified some deficiencies as they followed the process. Therefore, the need of more examples of item formats in order to develop better items, a proper identification of materials for reading and listening and mainly the lack of detailed item test specifications was imminent. Unfortunately, item writers did not posses a guiding document that would allow them to generate items. The item writing process was not `spec-driven'. Hence, these drawbacks in this test (larger project), provide the basis and rationale for this thesis. Thus, the aim of the present study was to identify what item formats worked best based on professional teacher judgment. Then, once identified these were used to detect what items could potentially be reverse-engineered into specifications for future studies or developmental stages of this assessment. Therefore, the purpose of this thesis was to analyze through professional teacher-judgment the suitability of item formats, test items and the construct in a way that would be helpful for future item-writing sessions, but most importantly to the better understanding of teachers devising items for this test. Teachers determined what items and item formats were more suitable in a testing situation for the diverse English language learners according to their relationship to the construct of the test, practicality, cognitive level, appropriateness, and similar tasks as used in classroom instruction. Finally, the outcomes based on teacher feedback allowed the required data to establish a process to reverse-engineer test items and item formats into item test specifications. Thus, based on this feedback a more systematic process was illustrated to demonstrate how item formats can be the basis to reverse-engineer item test specifications.

The purpose of this study is to understand the factors behind Chinese student’s English-speaking proficiency. The hypothesis formed to answer this issue follows: “Large factors influencing Chinese students’ English speech proficiency is an examination-oriented education system, degree of childhood exposure to English and motivational, stress-free learning environments.”  Data has been collected by sending out an anonymous online questionnaire to Chinese students at Swedish Universities, asking about their learning experiences. A criterion for participation was to have taken either the IELTS or the TOEFL. Stephen Krashen’s theories on second language acquisition was used as source material because of its reliability and well-established ideas. Additionally, previous research and data from the IELTS or the TOEFL has also been included. The participants were also asked to include their results from the IELTS or the TOEFL for the purpose of comparing the different categories of reading, writing, speaking and listening ability, with focus placed on factors affecting speech proficiency. Our study found some support for our hypothesis. The results showed that the Chinese English education system places a lot of attention on reading which might deprioritize other parts of language learning such as speaking. The system also promotes examinations, which shapes curriculum into focusing on test results. In short, the testing-based system influence the way students are taught. Participants considering “speaking” to be highly important, but many received low speaking scores.  Our questionnaire showed that many students experienced nervousness when speaking English, the reason for this might be that they have not received comprehensible input and sufficient time to acquire the language, meaning that they are not yet ready to produce natural speech.  Ideally, a larger sample of participants, more survey questions and an in-depth interview with the students would have been preferable and resulted in more reliable results, which can be taken into consideration for future research.

The traditional language laboratory consists of computer-based exercises in which students practice the language individually, working on language form drills and listening comprehension activities. In addition to the traditional approach to the laboratory requirement, students in the study participated in a weekly conversation hour focusing on improving oral proficiency. The purpose of this quasi-experimental study was to determine the effect of two different types of conversation hours, face-to-face and virtual, on the oral proficiency levels of students enrolled in intermediate Spanish classes at the college level. Oral proficiency was measured using the Simulated Oral Proficiency Interview (SOPI), before and after treatment. The face-to-face conversation hours took place at the language laboratory in a classroom and the virtual conversation hours took place in the online multi-user virtual environment known as Second Life. The research question was: What is the effect of attending virtual conversation hours or face-to-face conversation hours on students' oral proficiency? The statistical data analysis was conducted using the conversation hours as the independent variable (face-to-face or virtual), the SOPI posttest scores as the dependent variable, and the SOPI pretest scores as the covariate. A total sample of 52 students was involved. Posttest data were collected following 14 weeks of treatment during which students in each group attended the weekly conversation hours. Data analysis showed there was significant difference in oral proficiency gain between the face-to-face group and the virtual group. The results of the ANCOVA test allowed the rejection of the null hypothesis, as there was a significant difference in effect on the adjusted SOPI posttest scores of the participants in the virtual conversation group versus those in the face-to-face conversation group. The virtual group improved their oral proficiency significantly better than the face-to-face group. In addition, the SOPI scores of both groups increased significantly. The SOPI posttest scores were significantly higher than the SOPI pretest scores for both groups. Therefore, both face-to-face and virtual conversation hours could yield a supplemental method to the traditional approach of the language laboratory to improve communicative competence.

Self-repairs have been the subject of investigation in a number of research areas, notably psycholinguistics and conversation analysis. This study has aimed at the examination of self-repairs in second language classroom presentations. Specifically, it has sought to gain insight into self-repairs in naturally occurring talk and to explicate the possible relationships between the variables of age, sex, and educational background and self-repair behaviour of L2 speakers as well as the possible link between self-repair and proficiency. Accomplishing these required a scrutiny of individual self-repairs and their classification. However, the classifications which have traditionally been used in the psycholinguistic approach suffer from a number of shortcomings, as they are usually based on the analysis of surface forms of self-repairs. Because of the subjectivity involved in this process, there has been considerable variation in terms of classes of self-repairs and also the decision as to where a given self-repair belongs. An in-depth analysis of self-repair data revealed that self-repairs do cluster into categories. This analysis also yielded a set of features which are relevant to the study of self-repairs. In addition to showing that the established categories are mutually exclusive, comparison of major categories of self-repairs according to these features, which characterise the trajectory of self-repairs, resulted in the explication of a number of regularities in the way L2 speakers carry out self-repairs. Having established a data-driven classification of repairs, an attempt was made to see whether learner variables of age, sex and educational background have any significant effect on self-repairs. It turned out that none of these variables have a significant effect on self-repairs. In addition, it became clear that while beginning, intermediate, and advanced L2 speakers have been shown to demonstrate significant proficiency-related differences, these differences fade away when they come from the same proficiency level.

Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 151 pages : ill. (some col.) Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 115-125).

This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.

Although it is assumed that students who study abroad will return with improved oral proficiency, a review of research findings revealed that oral gains are not guaranteed for all. The literature review addressed the need to investigate the quality of study abroad (SA) programs as it relates to fostering students’ oral proficiency. This study investigated the ways in which an SA program in Ecuador fostered undergraduate students’ oral proficiency through interviews and documentary research. Data analysis of interviews with the program’s staff and documents revealed that the program facilitated oral proficiency through Spanish classes, the Oral Proficiency Interview (OPI)-preparation class, native speaker interaction, intentionality, and outings. A survey capturing students’ perceptions of the program indicated that students found the OPI-preparation class to be the most helpful and outings to be the least helpful in their oral proficiency development. Overall, students reported that they found the program to be quite effective in helping them improve orally and that they were satisfied with their progress. Finally, a comparison of pre- and post-OPIc results revealed that all students had gained one proficiency level at the conclusion of the program. The present study provides implications for SA programs and higher education institutions for assisting students with their oral proficiency development while abroad. It also gives recommendations for future research of proficiency-based SA programs.

This exploratory, mixed-design study investigates whether intelligibility is "enough," that is, a suitable goal and an adequate assessment criterion, for evaluating proficiency in the pronunciation of non-native English speaking graduate students in the academic domain. The study also seeks to identify those pronunciation features which are most crucial for intelligible speech.
Speech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency which is often used by institutions of higher learning to screen international teaching assistants (ITAs). Results of a fined-grained phonological analysis of the speech samples coupled with intelligibility ratings of 18 undergraduate science students suggest that intelligibility, though an adequate assessment criterion, is a necessary but not a sufficient condition for graduate students to instruct undergraduate courses as teaching assistants, and that there is a threshold level (i.e., minimum acceptable level) of intelligibility that needs to be identified more precisely. While insights about the features of pronunciation that are most critical for intelligibility are inconclusive, it is clear that intelligibility can be compromised for different reasons and is often the result of a combination of "problem areas" that interact together.
The study has some important implications for ITA training and assessment, for the design of graduate student pronunciation courses, and for future intelligibility research. It also presents a first step in validating theoretical intelligibility models which lack empirical backing (e.g., Morley, 1994).

This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. RQ 2 addressed empirical item difficulty across the seven levels of proficiency. An innovative approach to vertical scaling was used to place previously administered items from all levels onto a single Rasch-based difficulty scale. RQ 3 used multiple standard-setting methods to investigate whether the seven levels could be meaningfully related to an external proficiency framework. In addition, the study identified three subsidiary goals: firstly, toevaluate the efficacy of applying international standards of best practice to a local context: secondly, to critically evaluate the model of validation; and thirdly, to generate insights directly applicable to operational quality assurance. The study provides evidence across all three research questions to support the claim that the seven levels in the program are distinct. At the same time, the results provide insights into how to strengthen explicit task specification to improve consistency across levels. This study is the largest application of the socio-cognitive model in terms of the amount of operational data analyzed, and thus makes a significant contribution to the ongoing study of validity theory in the context of language testing. While the study demonstrates the efficacy of the socio-cognitive model selected to drive the research design, it also provides recommendations for further refining the model, with implications for the theory and practice of language testing validation.

English is the global language of business, trade, tourism, technology, science and politics. It is also the official language in many foreign companies (Kam, 2002) and proficiency in English is therefore an advantage for acquiring employment in foreign companies where the working environment is multilingual, professional and highly competitive. As a dynamic developing country in Southeast Asia, Vietnam has attracted substantial foreign investment since the introduction of Doi Moi or the Renovation policy in 1986. Over the last three decades, a number of foreign companies have established themselves in the country, creating numerous employment opportunities for young Vietnamese people, especially university graduates. These foreign companies originate from a range of countries and English has become the common language for employees who are required to have good communication skills within these workplaces (Roshid & Chowdhury, 2013). While previous studies have investigated employers’ perceptions of graduates’ English proficiency in the fields of manufacturing and engineering in Malaysia and India as well as the employment competencies that business graduates require in Vietnam, little research has investigated the influence of English proficiency on the employability of business graduates from private universities in Vietnam. The aim of this study, therefore, was to explore the influence of English proficiency on the employability of business graduates from private universities in Vietnam who seek employment in foreign companies. To best understand the nature of this phenomenon, qualitative methods were employed to collect data via interviews, focus group discussions and document analysis. Participants included policy makers, private university business undergraduates, business graduates who had sought employment in foreign companies, as well as managers and human resources staff in these companies. This study found that English proficiency strongly influences the success of business students who graduate from private universities in Vietnam and seek employment in foreign companies. Inconsistent internal triadic relationships between the university course materials, pedagogy and assessment procedures was also found to be an important influence on student success. Finally, the research highlights the external misalignment between student outcomes of English courses at private universities and the requirements of the foreign employers are. Based on the main findings, a number of recommendations have been suggested in relation to policies, universities, language teachers, and future research. The findings from this study will contribute to understanding the role of English proficiency and its influence on the employability of business graduates from private universities in Vietnam. This information could be used to assist lecturers and other university stakeholders to assess whether English programs in private universities meet the needs of foreign employers and amend them where necessary. Understanding the level of English proficiency required by foreign employers and the methods used to assess graduates’ English proficiency will support private universities and their undergraduate business students to better prepare for future employability in foreign companies. This knowledge will also be valuable for all universities in Vietnam and other Asian countries with a similar culture and English education characteristics. In addition, the findings may inform policies on teaching and learning foreign languages in the Vietnamese national education system.

This study examined the extramural activities, that is, what a language learner does with the target language outside of class time, in Japanese of adult beginner level foreign language learners of Japanese studying at Stockholm University, Sweden, and how these activities relate to Japanese language proficiency. The study looked at both extramural activities and foreign language proficiency from a holistic and quantitative perspective. The participants' extramural activities were measured through self-reported data in a questionnaire, and several measures; a cloze test, earlier grades, and self-evaluations; were triangulated and used to provide an adequate measure of general Japanese language proficiency.    The results indicate that extramural activities which provide a foreign language learner with enough time for thorough processing of input and support through the usage of several cooperating modalities seem to have a positive effect on general foreign language acquisition.

In today’s globalised world it is becoming increasingly common that adults need to learn new languages at any age. And while the number of foreign language adult learners keeps growing, there is still a dearth of research aiming at elucidating what individual differences explain variation in foreign language learning outcomes in students placed in schools which do not have any entry requirements. This study investigated which individual differences impact second language acquisition at two levels of proficiency out of a set of four IDs: language aptitude, L1 literacy, motivation and orientations, and age; with a special focus on language aptitude and L1 literacy. Finally, the study aimed at explaining the possible interactions amongst the four IDs under scrutiny. Two groups of adult EFL learners at two different levels of proficiency (beginners, n = 52, and upper intermediate learners, n = 88), were tested on a number of variables composing the four constructs, and on five L2 language dimensions. It has been speculated that different IDs may have different impacts at two levels of proficiency; in terms of language aptitude, it has been hypothesised that for low-proficiency students, the faster learning students will exhibit higher levels of auditory ability, while analytic ability is expected to contribute in a similar manner at beginner and advanced levels (Skehan, 1989). Concerning L1 literacy, the hypothesis is that at beginner levels L1 literacy will play a much more prominent role than for advanced learners, providing support for the threshold hypothesis (Cummins, 1979a), and the linguistic coding differences hypothesis (Sparks, 1995; Sparks&Ganschow, 1991, 1993, 1995). Findings did not confirm a differential impact of language aptitude in L2 learning at two levels of proficiency when looking at a global language aptitude score; however, when looking at language aptitude components, results confirmed the hypothesised prominent role of auditory ability for beginners and a role for analytic ability at the two proficiency levels, although the impact of the latter was larger in the upper intermediate learners’ group. For L1 literacy, the hypothesis that L1 literacy would play a key role for beginners and not for upper intermediate learners was confirmed. This is consistent with the main tenet of the linguistic coding differences hypothesis that L1 skills serve as the foundation for L2 learning, as well as for the purported existence of a threshold of L1 literacy which learners need to attain for cross-linguistic transfer to occur. Results for motivation and orientations were also different for the two proficiency groups: while professional orientations explained variance in the beginner group, in the upper intermediate learners’ group motivation was the variable that correlated with L2 learning. Finally, age at testing was the variable exerting the largest impact on L2 development in the beginner group, while it did not have any impact on the upper intermediate learner group. However, when L2 development scores where disaggregated in five L2 dimensions, findings were asymmetric: while age at testing impacted four out of five dimensions for beginners, there was only one skill which was strongly impacted in the upper intermediate learner group: L2 listening. The study also investigated the interactions amongst variables by applying multiple regression analysis and PLS modelling. In the model obtained for beginners, only three variables were predictive: academic development, L1 literacy, and age at testing. Conversely, the predictive variables in the model for upper intermediate learners were motivation, language aptitude, and reading habits. As a conclusion, findings suggested that different IDs impact L2 learning differently at two levels of proficiency for this participant sample. In addition, the study provided insights as to which were the language aptitude components having an influence at each stage, and what L2 language dimensions were impacted by language aptitude and L1 literacy. Finally, and to the best of the author’s knowledge, this is the first study in second language acquisition to use PLS-SEM to explore complex relationships amongst latent constructs.
En el món globalitzat que ens envolta és cada cop més comú que els adults hagin d’aprendre idiomes a qualsevol edat. Aquest estudi investiga quines són les diferències individuals que tenen impacte en l’adquisició de segones llengües en dos nivells de llengua estrangera, d’un conjunt de quatre diferències individuals: aptitud lingüística, nivell de primera llengua, motivació i orientacions, i edat; a més de les interaccions entre elles. Els participants són dos grups d’estudiants adults d’anglès com a llengua estrangera en dos nivells (nivell inicial, n = 52; nivell intermedi-alt, n = 88). Pel que fa a aptitud lingüística, la hipòtesi planteja que, en nivells inicials, els alumnes que progressen més ràpidament són aquells que tenen un nivell més alt d’aptitud auditiva, mentre que la capacitat analítica és igual d’important a tots els nivells. Respecte al nivell de primera llengua, la hipòtesi suggereix que pot tenir un paper fonamental en els nivells inicials. Els resultats no confirmen que hi hagi un impacte diferent de l’aptitud lingüística global segons el nivell de llengua estrangera. En canvi, si es miren els components, els resultats confirmen el paper primordial que té l’aptitud auditiva per als principiants, i també que la capacitat analítica és important per ambdós nivells. Pel que fa al nivell de primera llengua, els resultats confirmen la hipòtesi que té un paper clau per als principiants. Els resultats per motivació i orientacions també varien en funció del nivell de segona llengua: en el nivell inicial, la orientació professional explica la major part de les diferències; en canvi, en el nivell intermedi-alt la variable més important és la motivació. Finalment, el factor edat en el moment de prendre els tests és la variable més predictiva en el grup inicial. En canvi, no juga cap paper en el nivell intermedi-alt. Tot i així, quan els resultats de desenvolupament de la segona llengua es categoritzen per dimensió lingüística, els patrons són asimètrics: l’edat té efecte en quatre de les cinc dimensions lingüístiques en el grup inicial, mentre en el grup de nivell intermedi-alt només una dimensió mostra els efectes de l’edat: la comprensió oral. Pel que fa a interaccions, en el model PLS del grup inicial, només tres variables tenen valor predictiu: desenvolupament acadèmic, nivell de primera llengua, i edat. En canvi, les variables predictives del model generat pel grup intermedi-alt són motivació, aptitud lingüística, i hàbits de lectura.

While native speakers adjust their speech to accommodate non-native speakers on syntactic and prosodic levels, they also make adjustments on the level of discourse. It has been argued that these interactional adjustments are crucial to the promotion of language learning. A quasi-experimental, factorial study compared the frequencies of nine interactional features used in the speech of four ESL teachers as they taught beginner and advanced level adult classes. It was expected that teachers would change their use of each feature accordingly as students neared native proficiency. Nine two-way analyses of variance were employed to capture three sources of variation in the use of the interactional features: proficiency level, teacher and proficiency level by teacher interaction. As predicted, display questions and self-repetitions were used significantly less often with advanced students than with beginners. High variability in teacher behaviour was discovered, and seemed to be primarily an artifact of lesson content. In fact, discourse usage seemed to vary as a function of lesson content, as well as proficiency level of the students. One result, the marked reduction in use of display questions at the advanced level, was discussed in light of prevailing ESL goals. As research addresses the question of whether and which adjustments do promote language acquisition, there will be implications for teacher training.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

This research examines the low proficiency in English as a Foreign Language (EFL) and the effectiveness, or rather lack thereof, of English studies in Chinese urban middle schools. While most Chinese students learn English in middle school, very few are able to speak functional English. Even the surprisingly high marks for English tests and examinations are misleading, as these do not reflect the true ability of these students to use the English language. Possible factors contributing to this problem are highlighted, such as the inappropriate nature of university entrance examinations, ineffective teaching and learning methods as well as the teaching material used, overcrowded classrooms, lack of meaningful exposure to English, and learner’s heavy study burden. Aspects of learning and teaching English – the skills required (such as speaking, reading and writing) as well as the various teaching methods – are discussed. Learning a language involves grammatical, textual, functional and sociolinguistic knowledge, yet Chinese English language learners appear to develop organisational competence rather than pragmatic competence. This suggests that there is a possible flaw or shortfall in the teaching methodology and pedagogy behind teaching English and questions the effectiveness of English studies currently implemented at urban Chinese middle schools. In the light of this problem an in-depth look at language knowledge, the nature of language and proficiency levels, as well as the verbal communication process and language acquisition is taken. Furthermore, the differences between NLA, SLA and FLA are explained with a view to theories about how human beings learn a language. This involves various teaching methods, highlighting communicative language teaching and, at the same time characteristics of effective teaching as well as the textbooks used in a Chinese context for teaching English. The questionnaire methodology is applied in this research, and has been used to investigate and find reasons for this problem. Finally, recommendations are put forward regarding the following aspects: adding value to the present syllabus, improving the setting of assessments, providing more teaching materials, improving the language proficiency and teaching abilities of English teachers, and letting students have more time and opportunity to be exposed to the English language. Copyright
Dissertation (MA)--University of Pretoria, 2010.
Afrikaans
unrestricted

In light of the 2010 recommendation of the American Council on the Teaching of Foreign Languages that teachers use the target language (TL) "as exclusively as possible," teachers face the necessity of promoting target language use and assessing how their language choices influence their students. The purpose of this study was to analyze teachers' perspectives and practices of whether to use students' first language or the target language. Data from over 100 foreign language teachers, predominantly those in the K-12 sector, were collected through a survey in order to measure how teachers manage the phenomenon of language choice. The findings were analyzed descriptively, categorically, and inferentially to find relationships among teachers in general, as well as within subgroups of participants. Findings indicate that teachers felt using the target language was more of a challenge for academic purposes because of their belief that they should be conducted in the TL. Academic tasks were also reported involving a greater quantity of speech functions, which made them more difficult to complete in the target language. Additional findings showed that teachers in general were most often influenced by student attitudes, motivation, and proficiency as well as their own attitudes, motivation, and proficiency. For certain subgroups, however, when teachers focused more on their own proficiency, motivation, training and experience they were more likely to reach 90% TL use or more. Furthermore, it was found that promoting the target language effectively equated with incorporating many strategies that supported TL goals. The most prevalent techniques found for promoting TL use were preparing for making input comprehensible, giving praise and recognition, and explaining its importance at the beginning of the year. Recommendations for increasing the ability of teachers to face the challenges of TL use are to simplify and increase the academic, social, and managerial purposes for which it can be used, prioritize and focus on the most influential factors of language choice (LC) within teachers' control, and form and promote a plan for TL use built upon a foundation of most effective techniques and practices for optimizing language choices.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009.
Concern surrounding the low levels of academic literacy amongst incoming first year students has prompted universities and other tertiary education institutions in South Africa to implement tests of academic literacy. At Stellenbosch University, the English version of this test is known as TALL (Test of Academic Literacy Levels) and was developed to assess reading and writing abilities in an academic context. The results are used to ‘stream’ students into programmes which assist them in acquiring the various skills deemed necessary for their academic success. This study examines, on the one hand, the significance of listening in the assessment of academic literacy levels; on the other hand, it explores the potential for an academic listening test (ALT) to assist TALL in more accurate screening of students, particularly the borderline cases. The design and operationalisation of ALT is based on the theories and approaches of several researchers in the field. The study began with the compilation of the test specification and design of ALT. This was followed by empirically piloting a project where qualitative data concerning the validity of ALT was collected by means of a questionnaire. The next phase involved assessing the academic listening competency of a sample of first year university students. This assessment comprised an initial test administration followed by a second administration of the same test a month later in order to ascertain consistency of measurement over a period of time. The quantitative results obtained from both administrations were then statistically analysed to determine the reliability and validity of ALT. The final phase of the study involved the correlation of these results with those of TALL to determine the level of criterion-related validity as well as to establish whether ALT could be a useful added dimension to TALL.

This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.
Department of English

Thesis (MEd (Education)--Cape Peninsula University of Technology, 2016.
The study explores how teachers, in English medium Foundation Phase classrooms, use support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners whose home language is not English. The research design adopted for this study was an ethnographic case study that was analysed through qualitative methods at one primary school in the Western Cape. The participants were three teachers in their Foundation Phase classes, chosen on the basis of the phenomenon studied. The focus was to evaluate how successful the language support strategies are and to determine any gaps in the strategies used. Validity was assessed by means of lesson observations, supported by interviews and analysis of the teaching documents. Further, to increase the trustworthiness of the study, findings were compared across these data sources and methods to triangulate the results. Findings illuminated: (i) Factors impacting language teaching; (ii) Strategies used by teachers; (iii) Teachers’ understanding of support strategies; (iv) Teachers’ understanding of CALP; (v) Effectiveness of the support strategies; and (vi) Gaps in the strategies teachers used in improving CALP. Data were intentionally analysed to identify pervasive patterns and main themes in the data and a thematic report foreground the voices of the research participants. The study raised questions about the teachers’ practice in teaching CALP. Teachers taught using familiar methods, taught to a task and lacked linguistic structures in their lessons. Finally, the study report ended with a list of limitations and recommendations for future research in strategies that the Foundation Phase teacher can use to improve the CALP in South Africa’s schools.

An experiment was conducted to examine the effects of task complexity and learner proficiency in native speaker (NS)/non-native speaker (NNS) interaction. A total of 24 Japanese NSs and 12 NNSs subjects representing three levels of proficiency, low (n=4), intermediate (n=4) and advanced (n=4), were randomly assigned to dyads to complete two communication tasks, each differing in relative complexity. Three composite variables made up of 32 dependent variables were used to measure the frequency of formal reduction, communication and repair strategies across both tasks. The hypothesis that NSs would simplify their speech and use a higher frequency of interactional modifications in accordance with the level of proficiency of the NNSs and the complexity of the tasks was tested. The results for the first independent variable of proficiency, indicated there was a trend showing that NSs simplified their speech when addressing NNSs in general and in particular, when addressing lower level learners of Japanese. The results for the second independent variable of task complexity revealed that there was a significant effect on the number of reduction, communication and repair strategies used on the more complex task for all groups. These findings are discussed in relation to previous research on NS-NNS interaction and implications for second language teaching are explored.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.

Grounded in sociocultural theory, peer feedback can help students engage in interaction and negotiation of meaning, which serve as a basis for the construction of knowledge (Vygotsky, 1978). It can also contribute to the development of self-regulation, as well as of reflection on one's own learning (Doolittle & Hicks, 2003). Its strategic incorporation into foreign language instruction can help students use the language they are in the process of acquiring to mediate language acquisition (Shrum & Glisan, 2005). Research shows that peer feedback can help students develop and advance their Zone of Proximal Development through their engagement in collaborative interaction with their peers (De Guerrero & Villamil, 1994, 2000; Donato, 2004; Lantolf, 2004; Lantolf & Thorne, 2006; Liu & Hansen, 2005). Peer feedback can also help students improve their writing proficiency, including organization of their texts and awareness of the mechanics of the language necessary for successful communication of the intended message (Kinsler, 1990; Hu, 2005; Williams, 2005). Framed within a sociocultural perspective on foreign language learning and development, and following a manuscript approach, this dissertation consists of a series of studies that aim to explore: (a) whether participation in a peer feedback experience has a positive impact on students’ foreign language writing proficiency; (b) whether guidelines plus training in how to provide meaningful feedback have a different impact on students’ foreign language writing proficiency than guidelines alone; (c) around what themes students focus the feedback they provide to their peers; and (d) what students’ perceptions of the peer feedback experience are. The results of the first the study, which consisted of a pre-test post-test quasi-experimental design, showed that students significantly improved their writing proficiency after participating in a peer feedback experience, regardless of training. Further the results of this study indicated that, on average, trained and untrained students provided written peer feedback focused mainly on global aspects rather than local aspects. The results of the second study, which consisted of a mixed methods approach, showed that, on average, students had high perceptions of the peer feedback experience and that they perceived that their partner's feedback had helped them improve the global aspects of their composition more than the local aspects. Students expressed that what they liked the most about the experience was getting a different perspective on their writing, and what they liked the least was that they felt they were not proficient enough in the foreign language to provide meaningful feedback to their peers.
Ph. D.

Acquiring higher levels of proficiency in less commonly taught foreign languages such as Arabic, Chinese, and Korean is an extraordinarily high stressful process. Stress contributes to the cognitive demand imposed on both students and teachers. The cognitive demand is defined as the degree of concentration required for a person to solve problems or complete a task in a given time. The purpose of this qualitative single case study is to investigate the impact of teacher perceptions of cognitive theories for instruction and instructional design. The conceptual framework for this study is based on the ways to reduce cognitive load. Three types of cognitive load are recognized such as extraneous, intrinsic, and germane. It is noted that if both intrinsic and extraneous cognitive loads leave enough space in the working memory then learners may invest extra effort in the learning processes. Based on the problem and the purpose of the study, the research questions for this study were: (1) How do DLI instructors perceive and describe the ways that can be used to reduce cognitive load and its associated stress for the learners of less commonly taught foreign languages, and help them to manage their levels of cognitive load?; and (2) How do DLI instructors perceive and describe the best instructional design that can be used to reduce cognitive load and its associated stress for the learners of less commonly taught foreign languages? Fifteen Defense Language Institute teachers participated in this study. In-depth face-to-face interviews were conducted with each participant. The data collected from the interviews were studied to identify common themes of the participants’ perceptions about the concept and impact of cognitive load. Data of the fifteen interviews were digitally recorded, transcribed, coded and analyzed using NVivo12 qualitative software, which helps to organize the themes that emerged. The data and the results of this study show that the participants have general background knowledge of Cognitive Load Theory (CLT). However, when it comes to practice, there are certain challenges and different practices to alleviate students' stress level. Hopefully, with further institutional training, the process of applying theory to practice will be facilitated and theories will be more relevant to classroom practice. The findings of this study can be used to determine the best instructional practice and curriculum design for less-commonly taught foreign language learners.

The purpose of this research was to develop and test a three-section cloze test of English proficiency and to norm it for use as a means of level placement. The study sample consisted of ESL students at Brookhaven Community College and the Intensive English Language Institute of North Texas State University, as well as a group of native speakers. Four types of statistical analysis were used: analysis of variance, Pearson product-moment correlations, a t-Test, and a multiple comparison procedure, the Scheffé test. The cloze test was sensitive to significant differences between every level at both schools. Subsequently it was normed to a four-level system and score ranges for each level were suggested.

The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being positive and negative strategies? According to research what factors correlate with strategy use, and what are the potential pedagogical implications for the Swedish school context? To answer these questions, we have read and analyzed fourteen different empirical studies regarding communication strategies. The first question was answered by analyzing the empirical studies and relevant theory. We found various definitions in our studies, stemming from different theoretical perspectives. However, they all define oral communication strategies as serving the purpose of furthering interaction. Furthermore, by comparing the definitions in the Swedish syllabi for English and the Common European Framework of Reference for Languages to our literature, we were able to answer the second part of the first question. The literature shows that there is a preference for achievement strategies over avoidance or reduction strategies. To answer the first part of the second question, some studies indicated a positive correlation between strategy use and the level of proficiency. Regarding pedagogical implications, some studies indicate that explicit strategy training has a positive effect on oral performance. Drawing on the results of these studies and the theoretical framework provided, we conclude that achievement strategies are to be preferred and that they should be taught explicitly.

The purpose of this study was to investigate aspects of cognitive styles in relationship to the academic orientation of Arab ESL students. More specifically, this study attempted to answer the following questions:1- What are the different cognitive styles Arab students use in their learning of English as a second language?2- To what degree do Arab students who possess different cognitive styles perform differently on the Michigan Test of English Language Proficiency?3- Are students' academic majors related to their proficiency in English as a second language?The subjects of this study were 82 students representing 11 Arab countries enrolled in ESL programs in four American universities. The Inventory of Learning Processes (Schmeck, Ribich, & Ramanaiah, 1977), was used to measure the students' cognitive styles and the Michigan Test of English Language Proficiency (MTELP) was used to measure their performance on English as a second language.Results of this study indicated that Arab students fall on a continuum of four different cognitive styles with Elaborative Processing being the most dominant cognitive style among Arab students (44% of students). Deep Processing and Fact Retention were the next two cognitive styles Arab students possessed (26%, 21 % of students respectively). Only 10% of students possessed the Study Methods cognitive style. There was no significant relationship between students' cognitive styles and their performance on English as a second language except for the weak positive relationship that existed between the cognitive style of Elaborative Processing and proficiency in English as a second language. It was also found that students' academic majors played a major role in their performance on MTELP. Literature majors performed significantly better than science majors in English as a second language.It was recommended that ESL instructors at American universities identify Arab students' cognitive styles by using ILP prior to their enrollment in ESL courses. It was also recommended that ESL instructors vary their teaching strategies and resources so that individual student's needs regarding cognitive style are met. Further research is needed to investigate the interaction between students' academic majors, their cognitive styles and their proficiency in English as a second language. It is also important to further explore the relationship between the Elaborative Processing scale and students' proficiency in English as a second language.
Department of Secondary, Higher, and Foundations of Education

Thesis (MEd)--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the English Foreign Language programme at Stellenbosch University. The relationships between students’ reported language learning strategy use and their language proficiency as measured on a standardised English language proficiency test were recorded and the influence of other learner factors such as age, gender, motivation, culture and educational background, and teacher-centeredness versus learner/learning-centeredness in learning situations and curricula were explored. A literature review was done to provide some insight into similar research conducted internationally and in South Africa and to provide a framework for this investigation. Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this investigation. The research is primarily qualitative and set in an interpretivist paradigm in an attempt to firstly explore the relationship between reported language learning strategy use and English language proficiency in the skills of reading and listening and secondly to explore other factors which could impact on the development of English language proficiency in all four language skills. The study was not concerned with a search for generalisible phenomena, but was aimed at providing a descriptive analysis of the interpreted understanding of social phenomena with regard to English Foreign language learning processes, where English proficiency had to be used for academic purposes. Information was obtained through observation, informal discussions, questionnaires, interviews, focus group interviews and English language proficiency test results. Results were interpreted for this particular situation at Stellenbosch University and suggestions were made as to how language learning strategies could be incorporated into the English Foreign Language curriculum to optimise the development of English language proficiency. Suggestions for further related research were also made.
AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula. ’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie ondersoek. Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude, fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae. Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook gemaak.

Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Patricia Monoson, George Padavil (co-chairs), Ronald Halinski, Larry McNeal. Includes bibliographical references (leaves 85-94) and abstract. Also available in print.