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1
Andreason, Traci Tomi. "Improving Reading Fluency and Comprehension in Intermediate L2 Japanese Learners." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5480.
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This study explores the effects of different methods employed by language teachers, namely assisted repeated reading (Taguchi, Gorsuch, Takayasu-Maass, & Snipp, 2012) and morphological and syntactic explanation (Tong, Deacon, & Cain, 2013), to improve language learners' reading fluency and reading comprehension, respectively. Volunteers from students enrolled in Japanese 301 through 322 classes at Brigham Young University (BYU) participated in this study. The participants (a) submitted a background questionnaire and consent form, (b) attended a one-hour session in the testing lab, and (c) attended a second one-hour session in the testing lab. Each testing session consisted of the participants making a pre- and post- reading recording and taking reading comprehension tests for two separate reading scripts. Each participant submitted a total of eight reading recordings and eight sets of answers to five reading comprehension questions. The reading texts were chosen from 3-kyu (3rd level of 5, which was deemed to be intermediate by the researcher) of the Japanese Language Proficiency test (JLPT), with a minor modification. Each recording and answer sheet submission was then graded and recorded. The differences between the pre- and post-test scores were then examined to determine the effectiveness of each treatment employed. The treatments included were: (a) assisted repeated reading, (b) assisted repeated reading followed by morphological and syntactic explanation, (c) morphological and syntactic explanation, and (d) morphological and syntactic explanation followed by assisted repeated reading. The analysis of the resultant data revealed that although there was a statistically significant increase in scores for each of the methods and there were differences in the scores between the different methods, there was not a significant difference between the methods. However, one of the important implications that can be drawn from this study is that a short fluency-building exercise of 2-5 minutes can yield significant gains in the language learners, in both reading fluency and in reading comprehension.
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Zheng, Bin. "Negotiating languages and literacies : intermediate level Chinese heritage learners' essay writing." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44352.
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With the interrelated trends of globalization and immigration, Chinese heritage language (CHL) learners have become a noticeable and growing constituent in language programs in postsecondary institutions. Despite impressive oral vernacular proficiency, they typically lack formal and sophisticated registers and their HL literacy is often underdeveloped. Although it has been widely acknowledged that the major goal of university HL education is to cultivate formal registers and develop literacy for academic or professional success, the research literature includes very few studies on university CHL learners’ Chinese literacy, and particularly essay writing proficiency.
This thesis investigates intermediate level CHL learners’ HL essay writing, providing a detailed description of the unique features of their Chinese essays by close examination of their writing samples both on local and global levels. Furthermore, from the sociocultural perspective of literacy, the study explores the CHL learners’ daily language and literacy practice through one on one semi-structured interviews, which offers a greater understanding of the factors that have contributed to the existing features of their essay writing.
This study finds that the CHL learners’ essay writing demonstrates their active use of all the language and literacy resources in their language repertoire. Their essay writing also shows certain amounts of hybridity and syncretism, characterized by a lack of formal vocabulary, transfer of syntax, organization and rhetorical strategies from the dominant language- English, on the one hand, their use of certain sophisticated words and set phrases, on the other hand, reflects the HL assets that they bring to Chinese classes and language production. Furthermore, the interviews reveal that English, Mandarin and Cantonese are practiced in different domains of the CHL learners’ lives, with English as their dominant language. Their literacy activities are far more mediated by English than Chinese, and their use of Mandarin and Cantonese is more oral than written. The thesis concludes that the ecology of the languages and literacies in the CHL learners’ lives strongly influences the features of their essay writing on both local and global levels.
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Brahmbhatt, Megha. "Support provided to progressed learners in the Intermediate and Senior Phases." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78506.
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Chien, Ching-ning Kerri. "Listening strategies and processes of Chinese learners of English : a case study of intermediate learners in Taiwan." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/267.
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This study is a first attempt to explore how non-participant Chinese listener-learners in an EFL context interpret native English speakers' spontaneous conversation. It was designed to incorporate the theoretical models of how secondlforeign language learners derive meaning out of aural stimuli from the point of view of psycholinguistics as well as from a socio-pragmatic perspective. The study begins by identifying the relative contribution of the factors affecting the understanding of English oral input and diagnosing possible causes of poor listening comprehension. It then proceeds to investigate the individual's use of specific strategies so as to identify the most effective strategies for good listening. Finally, this study aims to develop a listening comprehension model, which will not only help to clarify the interpretative processes of Chinese EFL students, but also enable EFL teachers to focus their teaching strategies. The research subjects were fifteen students from two freshman classes of the Department of Civil Engineering and of the Department of Computer and Information Engineering at Chung Yuan Christian University in Taiwan. They grew up and were educated in Taiwan. They were screened by the National Taiwan Universities/Colleges Entrance Exam and considered to be intellectually and cognitively equivalent. They have good first-language listening and reading skills, and are diagnosed as having normal hearing, based on the medical records on file in the Chung Yuan Christian University Health Clinic. As to the findings on factors affecting listening comprehension, linguistic factors, including syntactic cues, semantic cues and semantic-syntactic cues in the text, are not equally important to the learners' understanding process. The learners' ability to catch the semantic cues is highly correlated with their overall listening comprehension performance; their ability to catch the semantic-syntactic cues is moderately correlated with the overall listening comprehension performance; their knowledge of grammar and vocabulary is wealdy correlated with their overall listening comprehension performance. Extra-linguistic factors, including visual, vocal, and contextual support, the speech rate of the speaker, and the repetition of text, play a crucial role in terms of differentiating listening proficiency levels even among advanced learners of English as a foreign language. As to the findings on the strategies of the learners in listening comprehension, the results indicate that there is a significant difference in strategy use between betterlistening groups and poor-listening groups. The highest-ranking group demonstrates higher frequencies of use of the three major categories of strategies (i.e. linguistic, cognitive and extra-linguistic), as well as soliciting more individual strategies. The findings also suggest that TESOL educators should help learners become more conscious of the importance and the development of more cognitively demanding strategies after they have some mastery of linguistic knowledge. Furthermore, the learners' positive attitude towards foreign language acquisition cannot be ignored in attaining a better performance with respect to listening comprehension. Based on the strategies and processes identified in this study, a non-linear listening model, with three levels appropriate for Chinese EFL learners, was developed. The first level consists of such elements as identifying the lexical, syntactic, semantic and contextual cues in the linguistic information and activating background knowledge and previous experiences related to the topic of the text. This level contributes to the formation of idea units and the construction of the sequence of the events, which constitute the elements of the second level. The second level, in turn, has an influence on the composition of a mental image about what is being said. This mental image implies understanding, which is the element of the highest level. Regression analysis is employed to calculate the correlations and weighting between elements and levels. The analyses throughout this model suggest that a higher speed to activate schematic knowledge and the ability to grasp a greater number of idea units are the two most predominant parameters for good listening. An inability or inexperience in sequencing the events from the text would lead a failure in the utmost understanding of the text. Based on the findings, pedagogical implications for language learning were revealed. The following five ideas are promulgated for future research in foreign language teaching. 1. More attention to be paid to sequence construction in listening problems of L2 learners. 2. Similar research on other populations or by using different genres of listening testing materials would strengthen the validation of the proposed model of listening strategies and processes of foreign language learners in an EFL context. 3. More research to be conducted in the investigation of the effects of cognitivedemanding strategies on EFL listening proficiency. 4. A listening strategy shift from Li to L2 would be an interesting area for future in-depth study. 5. Finally, a confirmatory study with a larger sample size is suggested to verify the model proposed in this study.
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Ning, Liu. "Acquisition of English verbal formulaic sequences by Chinese EFL intermediate classroom learners." Thesis, University of the West of England, Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572872.
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This study investigates the acquisition of English verbal formulaic sequences (VFS) by Chinese EFL (English as a Foreign Language) intermediate college students in an attempt to find out the major factors influencing their acquisition of these sequences. 70 participants were selected from the four-year non-English-major college students and the three-year English-major college students who were admitted to Beijing Institute of Technology (BIT) in 2007. Among the 70 participants, 43 are four-year non-English-major students who are taken as the higher intermediate group and 27 are three-year English-major students who are taken as the lower intermediate group. Quantitative data were collected through the participants' English scores in the National Matriculation English Test (NMET) , the Vocabulary-size Pre-test and Post-test, the English Verbal Formulaic Sequences Pre-test, Training Test and Post-test, as well as the participants' essays, written and collected at an interval of two or three weeks for a period of half of the participants' first academic year (about four months). Qualitative data were obtained through the questionnaire and the classroom observations. My data analysis. indicates that the major factors hindering the acquisition of English verbal formulaic sequences by the Chinese EFL intermediate learners are the opaque nature of some of the sequences, lack of genuine communicative needs, and inadequate language input, among which the semantic opaqueness of some of the sequences is by far the biggest obstacle. English verbal formulaic sequences with transparent meaning are acquired earlier and better than those with opaque meaning. Furthermore, due to these obstacles in acquiring English verbal formulaic sequences, the participants' mastery of these sequences lags behind other linguistic aspects such as general vocabulary knowledge. The study also finds that the mastery of English verbal formulaic sequences is closely connected with vocabulary size, general vocabulary knowledge and overall language proficiency. Based on the findings of this study, some suggestions were put forward for Chinese EFL classroom learning and teaching of English verbal formulaic sequences. Firstly, Chinese EFL learners as well as instructors need pay more attention to the acquisition of English verbal formulaic sequences because the use of L2 formulaic language can facilitate language processing, enhance fluency, and make the learners' utterances more native-like. Secondly, the teaching material should be so compiled as to containing more formulaic sequences and be sequenced according to the semantic transparency/opaqueness of formulaic sequences, with the most transparent ones coming first and the most opaque ones being left to a later stage. Thirdly, classroom instructors should create an atmosphere which favours the learning of formulaic sequences and provide learners with sufficient chances to encounter and practice these . sequences. Fourthly, in helping learners facilitate the process of formulaic sequence acquisition, the instructors should draw special attention from the participants to the importance of formulaic sequences and increase the learners' overall English proficiency, general vocabulary and vocabulary size, because these factors are found to be closely connected with the acquisition of English verbal formulaic sequences.
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Majola, Ntombi Octavia. "The relationship between texting and language development amongst intermediate phase learners in uThungulu District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1712.
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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017The aim of this study was to investigate the relationship between texting language and language development amongst Intermediate Phase learners. The study, which used the quantitative approach, sought to determine the influence of learner characteristics on texting language, determine if learners use texting language in the written forms of English, determine if learners are able to write in the standard form of English, and ascertain if texting affects spelling.The target population were learners in the Intermediate Phase, which is learners from Grade 4 up to Grade 6. There were 213 learners who took part in the study. All these learners were from five African schools, and learnt English as a second language. The instrument used for data collection was divided into four sections: demographic characteristics, translation of texts from Standard English to texting language, translation of texts from texting language to Standard English and also spelling. The SPSS version 24 was used to analyse the results collected from the study. The findings of the study reveal that age and the grade that the learner is doing has no influence on texting and the learner’s language development. Gender has an influence on texting and the learner’s language development. Female learners were found to text more than male learners. There is also no relationship between learner’s access to cellular phones and their language development. Learners are texting and they know how to text irrespective of whether they own a cellular phone, have access to one or do not have access to one at all. However, the study revealed that there is a positive relationship between texting language and Standard English. Texting language cannot come into existence without one first learning and knowing the Standard English language.Based on the findings, the study recommended that teachers should recognise the importance of English language and should organise extra-curricular and co-curricular activities to enhance language development in learners. The Department of Education should promote and support activities that will help learners to improve their language skills.
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de, Bruyn Megan Dawn. "Teachers' perspectives on iPad usage for learners with dyslexia in the intermediate phase." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62913.
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This study contributes to existing research on the perspectives of teachers’ with regards to the use of the iPad for learners with dyslexia. The purpose of this case study was to explore and describe teachers' perspectives on iPad usage for learners with dyslexia in the Intermediate Phase. The primary research question that guided this study was: “What are teachers’ perspectives on iPad usage for learners with dyslexia?” A qualitative research design was used to collect rich data using Intermediate Phase teachers. Eleven teachers from three schools in Johannesburg participated in the study. The data collection tools that were used included focus group discussions, semi-structured interviews and observations. By exploring how these teachers perceived iPad usage, specifically for learners with dyslexia, this study contributed to an existing body of knowledge providing insight into the use of iPads in the classroom and as a learning support tool. The themes that emerged from this study answer the question of what teachers’ perspectives on iPad usage for learners with dyslexia are. Findings indicate that teachers’ perceive the iPad as a useful support tool but that it comes with many challenges that need to be addressed. The findings indicate that the iPad creates interactive learning and increases the confidence of learners with dyslexia. It is recommended that research be conducted with a larger sample size and also for challenges to be addressed so that the iPad can be utilised to its full potential.Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
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Orgun, Firat. "Effects Of Guided Reading On Upper-intermediate Level English Langauge Learners'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605224/index.pdf.
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This study aims at finding whether reading about a specific topic/genre affects the writing outcome on the same topic/genre and the general writing performance positively in terms of content, organization, grammar, vocabulary and mechanics. This study was conducted with two upper-intermediate level EFL classes. Both groups were given a sample KPDS and a pre-test of writing at the beginning of the study. For five weeks, one of the groups received extra reading instruction with the usual writing instruction while the other group followed usual writing instruction only. Both groups&rsquoperformance was tested with a writing test at the end of each week and a post-test at the end of the treatment. The analyses of the data collected through these tests indicated that there were not significant differences between the mean scores of the two groups (p&
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0.05). Hence it was found that the different treatments applied to the groups proved no difference in terms of improving students writing ability.
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Feltsen, Patrik. "Language Acquisition and the Errors We Make : A comparison between beginners and intermediate learners." Thesis, Mid Sweden University, Department of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-9179.
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The aim of the study was to find out whether or not there is a difference in the type and number of errors made by L2 intermediate learners and beginners of English. Texts were gathered from two age groups, 9-10 year olds and 16-18 year olds, 16 texts from the younger beginner level learners and 9 from the older intermediate learners. From the errors made in the texts five categories were formed (six for the beginners): Grammatical errors, word missing errors, morpheme errors, word order errors and spelling errors that is unique to the beginners. It was found that intermediate learners make fewer errors overall but that they make the same types of errors as the beginners when they do make an error.
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Tham, Sheon-ming Simon. "The organization of experience in writing : a study of upper intermediate/advanced ESL learners /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626329.
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Tham, Sheon-ming Simon, and 譚兆明. "The organization of experience in writing: a study of upper intermediate/advanced ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626329.
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Wingate, Ursula. "An investigation into the effectiveness of different dictionary types for intermediate learners of German." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22805552.
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Lee, Soon Yeun. "The Efficacy of Dynamic Written Corrective Feedback on Intermediate-high ESL Learners' Writing Accuracy." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2304.
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This study investigated the efficacy of dynamic written corrective feedback (DWCF) on intermediate-high students' writing accuracy when compared to a traditional grammar instruction approach. DWCF is an innovative written corrective feedback method that requires a multifaceted process and interaction between the teacher and the students in order to help the students improve their writing accuracy. The central principle of DWCF is that feedback should be manageable, meaningful, timely, and constant. The research question was raised based on the positive effects of DWCF found in advanced-low and advanced-mid proficiency level students (Evans et al., in press; Evans, Hartshorn, & Strong-Krause, 2009; Hartshorn, 2008; Hartshorn et al., in press). Similar to previous studies, this study attempted to examine the effectiveness of DWCF in terms of proficiency level. It further explored students' perspectives and attitudes towards DWCF. Two groups of ESL students participated in this study: a control group (n=18) that was taught using a traditional grammar instruction method, and a treatment group (n=35) that was taught using a DWCF approach. The findings in this study revealed that both methods improved the intermediate-high students' linguistic accuracy in writing. However, the findings of this study suggest that the instruction utilizing DWCF is preferable to traditional grammar instruction when it comes to improving intermediate-high students' writing accuracy for two reasons: first, DWCF was slightly more effective than the traditional grammar instruction used, and second, students strongly preferred the instruction using DWCF to traditional grammar instruction. The findings of this study further validate other work suggesting the positive effects found in advanced proficiency levels. This study indicates that ESL learners benefit from manageable, meaningful, timely, and constant error feedback in improving their linguistic accuracy in writing. Furthermore, this study suggests the desirability of applying DWCF to other contexts.
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Morgan, Soraia. "The production of rhotic sounds in onset position by beginner and intermediate brazilian learners." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/169229.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.Made available in DSpace on 2016-10-18T03:05:41Z (GMT). No. of bitstreams: 1 342540.pdf: 2056406 bytes, checksum: f34fd14d15df4c585c8972b74783e225 (MD5) Previous issue date: 2016
Abstract : The present study aimed at investigating the production of rhotic sounds in onset position by Brazilian beginner and intermediate learners of English. The research counted on 10 beginner and 10 intermediate learners studying English at the time of data collection. In the light of Flege?s (1995) Speech Learning Model and Larsen-Freeman?s (2012) Complexity Theory, three research questions were investigated. The first research question explored whether intermediate learners would generate more target productions than beginners. The results showed that beginners had more non-target productions than intermediate learners, however, statistical analysis indicated that the difference was not significant. The second research question generated the hypothesis that the rhotic?s F3 values would be higher when produced before front vowels than before back vowels, which was confirmed by statistical analysis. Finally, the third research question investigated the possibility that learners with a higher Age of Onset would have the most non-target productions, and this hypothesis could not be confirmed. Acoustic analysis (F3 values) showed that the retroflex was not always produced with the values reported for native speakers of English, thus indicating that there is room for improvement on the production of the target sound, which could be obtained through explicit instruction.
O presente estudo investigou a produção dos sons róticos em posição de ataque por falantes brasileiros de inglês de nível iniciante e intermediário. A pesquisa contou com 10 aprendizes de nível iniciante e 10 de nível intermediário que estudavam inglês durante o período de coleta de dados. À luz do Modelo de Aprendizagem de Fala de Flege (1995) e da Teoria da Complexidade de Larsen-Freeman (2012), três perguntas de pesquisa foram investigadas. A primeira pergunta de pesquisa explorou a hipótese dos falantes de nível intermediários obterem mais produções alvo do que os de nível básico. Os resultados mostraram que os aprendizes iniciantes tiveram mais produções não-alvo do que os intermediários, porém análises estatísticas indicaram que a diferença não foi significativa. A segunda pergunta de pesquisa gerou a hipótese de que os valores do terceiro formante do rótico que precede vogais frontais seriam mais altos do que os que precedem vogais posteriores, e essa hipótese pôde ser confirmada pelas análises estatísticas. Finalmente, a terceira pergunta de pesquisa investigou a possibilidade de aprendizes com uma Idade de Início de aprendizagem de L2 mais alta obterem mais produções não-alvo, e essa hipótese não foi confirmada. A análise acústica (valores de F3) mostraram que o retroflexo não foi sempre produzido com os valores apresentados para falantes nativos do inglês, o que indica, portanto, que há espaço para o aperfeiçoamento da produção do som-alvo, que poderia ser obtido através de instrução explícita.
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Naidoo, Thamendhree. "Male learner's experience of aggression in school during the intermediate phase /|cThamendhree Naidoo." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9804.
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Empirical studies have documented aggression in children as a typical, normal developmental phenomenon, characterized as having the highest levels of aggression between the ages of two and three, and gradually declining by early childhood. However, the escalating levels of aggression by children within the teaching-learning environment, as emphasized by the media, crime statistics and relevant research studies, presents an apparent incongruence. This propelled the need to address aggression as experienced by male learners in school during the Intermediate Phase. Masculinity was an important lens in contextualizing male learners’ experiences of aggression to help explore and describe to what extent, if any, male learners do experience aggression in school during the Intermediate Phase.
A qualitative study with a phenomenological approach, within the protocol of ethical procedures and measures of trustworthiness, was conducted to explore and describe male learners’ experience of aggression in school during the Intermediate Phase. Twenty-seven middle-childhood male learners aged 9 to 11 from grades four to six from three primary schools in District D14 in Lenasia participated in the process of phenomenological interviewing in one-on-one semi-structured interviews.
An interpretive data analysis by means of Tesch’s open-coding systematic process proffered the following findings: Firstly, Intermediate Phase male learners described aggression using concrete examples of their lived experience and these experiences of aggression translated into verbal and physical aggression as the ‘fight instinct’. In addition, these experiences of aggression indicated male learners’ middle-childhood developmental stage and their experience of aggression as a feeling of anger and a justification of their aggressive behaviour.
Secondly, male learners’ experience of aggression in school during the Intermediate Phase formed a cycle of aggression with a focus on the role of school authority in the management of aggression and resolution of conflict, where male learners’ experienced gangs and bullies as provocation for them to behave aggressively in return, and gender identity and gender roles were constructed and interpreted within the framework of the Sex Role Socialisation Theory. Thirdly, Intermediate Phase learners made suggestions in managing their own and others’ aggression in terms of self-regulation, morality and religion.
Whilst masculinity is an elusive and ambiguous concept, the manifestation of aggressive behaviours by male learners within the context of the adapted definition of masculinity as a negotiation of ‘cognitive, behavioural, emotionally expressive, psychosocial and sociocultural experience’ indicated that male learners aspire to the ‘way men are’ or are in pursuit of being ‘real men.’ A subtle form of hegemonic masculinity alluding to dominance, power and competiveness was evident in the male learners’ practice of aggression.
The findings validate the notion that male learners psychological wellbeing is at risk should the cycle of aggression persist. Hence, the researcher suggests that learners need to be skilled in ameliorating aggression by means of a process of teachers demonstrating and skilling learners in identifying conflict and resolving conflict; a coaching model should be adopted and implemented to train learners to manage aggression; the sensitization of gender roles, namely masculinity; and that counsellors and qualified psychologists be available at schools. Guidelines were described from the themes emanating from male learners’ experience of aggression in school during the Intermediate Phase. A valuable contribution from the research study was that learners had the platform to be heard and that some found the interview process interesting.Thesis ((MEd (Learner support))--North-West University, Potchefstroom Campus, 2013.
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Plaatjies, Neil Bertram. "Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8298.
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The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools.
The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners.
The study concludes with a summary and recommendations.Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012
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Wang, Shenggao. "Intermediate-Level Chinese Language Learners' Social Communication in Chinese on Facebook: A Mixed Methods Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4606.
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With Facebook widely embraced by college students, exploring its educational uses has piqued both educators' and researchers' interest (Mills, 2011; Reinhardt & Zander, 2011; Thorne, 2011). Drawing on a functional perspective of language use, this study explored what kind of language functions intermediate-level Chinese language learners performed when they conducted social communication in Chinese on Facebook and whether conducting weekly social communication in Chinese on Facebook impacted their writing ability. A mixed methods design was adopted. A qualitative approach addressed discourse functions of student communication on Facebook. The qualitative data were mainly collected from nine students' Facebook posts during one semester. A quasi-experimental design was employed to examine whether there was any difference in the quantity and quality of the written texts produced by two groups (N=18) of intermediate-level Chinese language learners. Over the semester, students in the experimental (E) group wrote weekly comments and updates in Chinese on the designated Facebook group page, while students in the control (C) group did not post on the Facebook page. Three writing tasks were administered at the beginning, middle, and end of the semester. These tasks were brief essays which asked students to use Chinese to write about personal information, university life, future plans and goals.
Qualitative findings revealed that the participants used 22 types of discourse functions during their social communication on Facebook. The highest percentage of discourse function was asking questions. The next two frequently used discourse functions were expressing opinions and describing events or activities unrelated to campus. Other discourse functions listed among the top 10 were sharing similar experiences or perspectives, expressing likes and dislikes, expressing wishes, making explanations and expressing thanks. When asking questions, the participants mainly used Q-word or Wh- questions and polar questions during their communication and interaction. Alternative questions were seldom used. With regard to question functions, findings revealed that more than half of all the questions were asked to request information. Rhetorical questions were the least and rarely used. In addition, more than half of the total questions were not responded to. All these findings demonstrated that Facebook provided the students with an optional platform to practice situational and functional use of the target language.
Quantitative results revealed that there was a significant difference in writing quantity (i.e. the number of Chinese characters produced) between the two groups. While there was no significant difference between the two groups in the first writing task, the E group produced significantly more Chinese characters than the C group in the later writing tasks. In terms of the writing quality, results indicated that both groups showed an improvement from the first to the final task, but no significant differences were found between the two groups in all three writing tasks. In view that the small sample size might have some impact on the outcome of the participants' writing quality, the results are somewhat more promising in the area of quantity.
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Jia, Hongyi. "Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2820.
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The Chinese language has become an increasingly important Asian language for American students and more and more of them have a desire to learn it. The problems and the difficulties that Chinese foreign language (CFL) learners have when they try to use their knowledge of new vocabulary in reading comprehension are apparent. Previous studies have described some aspects that may influence reading comprehension and have indicated that Chinese is a relatively difficult language for native speakers of American English, but there are few studies that have focused on improving CFL learners' Chinese reading comprehension. This study investigates the effect of pre-learning vocabulary and contextualized word learning strategies on Chinese reading comprehension. The purpose of this study is to examine whether pre-learning vocabulary and contextualized word learning positively affect CFL learners' reading comprehension. The results show that pre-learning vocabulary does not have a positive effect on Chinese reading comprehension and that although contextualized word learning positively affects CFL learners' reading comprehension the effect is not significant. This study also gives relative analysis.
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Muñoz, Acevedo Daniel O. "An analysis of gains in lexical richness in the writing of instructed intermediate EFL learners." Thesis, University of Reading, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632857.
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This thesis examines the development of lexical richness as observed in L2 writing performance. A study was conducted that observed gains in a series of measures of lexical diversity and lexical sophistication in the written production of a group of EFL learners. Participants were 34 intermediate undergraduate Chilean students (Spanish Ll). Two sets ofL2 writing tasks were collected for the study: three standardised tests (ie IELTS Writing Task 2) and two in-house tests (ie course assessment). Scripts collected were analysed to obtain three sets of measures, first, a set of lexical diversity measures (ie D, R, and TTR with adjusted-length texts); second, a set of lexical sophistication measures (as yielded by the Lexical Frequency Profile); and third, a set of proficiency scores provided by expert IELTS examiners for the standardised data. Gain patterns over time were then observed for the three sets of measures. Results of the study show modest but statistically significant gains in lexical sophistication in both the standardised and the naturalistic data sets. In contrast, no gains were observed in lexical diversity in any data set. Although L2 writing proficiency improved over time, no relations were identified between lexical richness measures and proficiency scores. At the same time, results indicated a wide individual variation for each measure used in the study.
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Ramalepe, M. P. "An investigation of the reading levels of intermediate phase learners in Motupa Circuit, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1118.
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Thesis (M.ED) --University of Limpopo, 2013There is a general outcry from the Department of Education (DoE) and universities with regard to the levels of reading/literacy of learners entering university, as the standard of reading levels seems to be a recurring issue in most of the South African schools. The problem of students’ poor reading skills in primary schools is usually carried over into secondary schools and higher education institutions as underlying cause of many students struggling to cope academically. Despite the introduction of several measures and guidelines, most learners remain functionally illiterate. In 2008, a National Reading Strategy (NRS) was put into place by the DoE: the aim of which was to promote a nation of life-long readers and life- learners. Well-developed reading skills are central to successful learning across the curriculum. The study examined the reading levels of the intermediate phase learners in the rural areas of Limpopo province. Following case study procedures, the study examined natural occurring reading of grade five learners in the intermediate phase. Collected data included observation, video tapes of learners while reading grade prescribed texts and interviews with intermediate phase educators. A descriptive quantitative discourse analysis of learners' reading and descriptive qualitative case study analysis were employed. The researcher takes the reader into the ordinary South African rural classroom, discusses findings and analysis, followed by suggested recommendations.
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Senoge, Wani Venus. "The impact of HIV/AIDS on learners in intermediate and secondary schools in Botshabelo area." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/29.
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Cooledge, Susan L. "L2 reading and hypertext: A study of lexical glosses and comprehension among intermediate learners of French." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280683.
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The focus of investigation in this study was the online reading behavior of intermediate learners of French as they read a hypertext with L1 and L2 lexical glosses and their comprehension. By design, access to the L2 translations was constrained by access to the L1 gloss information first. This prescribed path of support was meant to maximize target language input, and to prompt cognitive and metacognitive processes toward the goal of increased comprehension. Comprehension was measured through multiple choice and recall tasks, and questionnaires were used to gather demographic data and learner perceptual variables. The study provides evidence that comprehension is increased with access to the hypertext glosses among readers who accessed both French and English language glosses, regardless of prior ability. Accessing only French glosses was not linked to greater comprehension, and no access to glosses reduced a comprehension factor score. Prior ability, as measured by a standardized FL placement exam, was not related to gloss access or time on task. L2 readers' preference for L1 language glosses in also reaffirmed to some extent, though French language glosses seem to have some appeal. Gender also played a role in the extent to which the text was enjoyed by L2 readers, and there is suggestive evidence for the roles of background schema and formal schema based on a qualitative analysis of recall. Questionnaire data reveal insights on readers' perceptions of FLL, reading, their abilities, and reading online, findings which are related in a variety of ways to other factors in this study. Pedagogical implications are considered, as well as directions for future research.
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Rocque, Ryan K. "A Study of the Effectiveness of Annotations in Improving the Listening Comprehension of Intermediate ESL Learners." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2370.pdf.
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Willardson, Veronique. "The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5751.
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This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation is presented, followed by a description of a study used to test the effectiveness of computer-based exercises in improving pronunciation. The participants were a group of high school students that were members of a fourth year French class. As part of their regular class time, the students participated in two types of exercises, in-class group work and computer-lab self-directed exercises, in which the students watched videos with subtitles while repeating what they heard. Satisfaction with the program was determined by collecting feedback from the students using qualitative and quantitative surveys. The students found the videos interesting and appreciated the learning autonomy provided by the self-directed exercises. Improvement was assessed by comparing performance on pre- and post-tests measuring both free response and reading pronunciation. Significant improvements were observed in both categories, but the improvements in reading pronunciation were most striking. The results demonstrate that computer-based exercises can be engaging and effective in teaching French pronunciation, and can be readily incorporated into the high school classroom.
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Johnston, Kathryn Marie. "Lexical Bundles in Applied Linguistics and Literature Writing: a Comparison of Intermediate English Learners and Professionals." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3482.
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Lexical bundles (fixed sequences of three to four words) have been described as building blocks of discourse, both written and spoken (Biber & Barbieri, 2007), and as a useful mechanical device for creating writing that is suited for its academic field (Hyland, 2008). Having noticed that the academic theses of my students at Longdong University in Qingyang, China seemed very different from professional writing in their fields, I created a thesis project that addressed the question of how professionals in their fields were using bundles and how the learners' use of these bundles in terms of frequency, structure, and function varied from the professionals' use.
In order to answer this question, I compiled four corpora of writing in literature and applied linguistics, representing professional and learner writing in each field. I used concordancing software in order to identify four-word lexical bundles that occurred at least 20 times per 100,000 words and over a range of four texts. I then did a three-part analysis which looked at frequency, structure, and function of these bundles.
The results of the study reveal that professionals in applied linguistics and literature use bundles with different frequency, display different choices of lexical items to fill structural bundles, and use functional bundles differently. These differences seem to reflect the rhetorical needs of each discipline. Further, the learners in each field displayed differences in their use of bundles as compared to the professionals' use. Learners in applied linguistics used more types and tokens of bundles overall, while learners in literature used fewer. Both groups of learners relied more on repetitive use of certain bundles than did the professionals.
Implications of this study are discussed for teaching and curriculum development. The findings can be applied to teaching through creating awareness-raising and guided practice opportunities for the students to see how bundles are used in professional writing and to help them apply this understanding to their own writing.
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Kang, Yon-Soo. "The Role of Prewriting Discussion in L2 Writing: A Qualitative Study of Intermediate L2 Korean Learners." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430765587.
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Mareschal, Catherine. "A cognitive perspective on the listening comprehension strategies of second language learners in the intermediate grades." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6104.
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This study investigated the comprehension strategies used by 12 and 13 year old core French students in listening tasks. French was a third language for all participants. The range and types of strategies used by these young language learners were investigated, and the differences in strategy use between the participants who attained higher and lower levels of comprehension in the listening tasks were compared. Six students from all ranges of ability participated in two separate research procedures. In phase one, semi-structured individual interviews were utilized for the learners to retrospectively report on their conscious use of learning strategies in different listening contexts. In phase two, think-aloud sessions were used for the students to report their thought processes concurrently while listening to three different texts. All reporting sessions were recorded, transcribed verbatim, and coded according to an established taxonomy. A detailed discussion of theoretical and methodological issues in listening comprehension research concludes the study. (Abstract shortened by UMI.)
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Rocuant, Gálvez Rodrigo, Roca Ana de Lourdes Tabilo, and Garrido Elizabeth Vega. "Raters' responses to the lexical features in the english L2 writing of instructed intermediate EFL learners." Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/115684.
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Informe de Seminario para optar al grado de Licenciado(a) en Lengua y Literatura InglesaThis research report presents a study on vocabulary use in the L2 writing performance of a group of students from the program of English Linguistics and Literature at the Universidad de Chile. The data for the study correspond to ten tests used in a previous study (Aranda et al, 2013) and categorized in Top and Bottom groups by four teachers in relation to the quality of their performance. In addition, the study used data from four interviews to the same four teachers in order to know the specific aspects they consider when assessing vocabulary use in L2 writing performance. The tests were analyzed qualitatively in search for lexical diversity and lexical sophistication features that could account for the difference in perceived quality between the two groups. Such features included the Lexical Frequency Profile for each test, the computation of MTLD, the presence of words related to the topic of the tests and the presence of lexical errors. The interviews were transcribed and a list of the most important aspects of assessment of L2 writing according to the teachers was elaborated. The aspects identified include lexical sophistication, lexical diversity, lexical error and topic appropriateness. The results of the tests’ analyses and the interviews were contrasted, looking for the degree of coherence between them. Results show that, even when there is some degree of coherence between the tests’ analyses and what the teachers say they evaluate, lexical error is the most meaningful aspect when comparing Top and Bottom tests. This is so even when teachers considered lexical sophistication as the most important aspect for them when assessing L2 written vocabulary.
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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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Wang, Mei. "A critical evaluation of bilingual Chinese/English dictionaries for elementary and intermediate Mandarin learners at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19925.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The number of Chinese-learners in South Africa has increased rapidly in recent years, but the quality of the dictionaries that are available for their use has not improved much. The more students study Chinese, the more it becomes necessary to create suitable dictionaries to facilitate their studies. In the hope of meeting this need, this study selects two written dictionaries commonly used by students at Stellenbosch University in South Africa, namely the Oxford Beginner's Chinese Dictionary and the Concise English-Chinese Chinese-English Dictionary, to analyze, comment on and compare in terms of structure and equivalence. Using the results of this analysis, this study offers suggestions for improving the quality of future Mandarin learner’s dictionaries. This study takes into consideration the situation faced by students when learning Chinese abroad, especially in South Africa, the development of pedagogical lexicography in Chinese-learner’s dictionaries in China and abroad, the relationship between online dictionaries and written dictionaries, and some special characteristics of the Chinese language, all of which factors greatly influence the making of a dictionary. Theoretically and methodically, this study is based on Function Theory as presented by Sven Tarp. According to Function Theory, before writing a dictionary, lexicographers must analyze specific types of users in specific types of situations. This study attempts to follow Tarp’s suggestion by analyzing a small group of dictionary users with the help of a survey conducted by the author in an attempt to get a general idea of how Mandarin learners at Stellenbosch University use dictionaries. The main focus of this study is the frame structure, microstructure, macrostructure and dictionary equivalence in two dictionaries--Concise and Beginner’s. After carefully analyzing these aspects of the dictionaries, the author identifies the sections of these dictionaries which successfully present information in a way that will be most beneficial for their intended audiences. The study goes on to pinpoint less-successful sections of the two dictionaries and provides suggestions for improvement. In sum, this study focuses on using the principle of Function Theory to determine what features should be included in Mandarin learner’s dictionaries to make them more suitable for elementary and intermediate learners of Mandarin at Stellenbosch University, in South Africa, and, by extension, in other parts of the world.
AFRIKAANSE OPSOMMING: Die afgelope paar jaar het die aantal studente van Sjinees in Suid-Afrika aansienlik toegeneem, maar die standaard van beskikbare woordeboeke het nie veel verbeter nie. Hoe meer studente Sjinees bestudeer hoe noodsaakliker is dit om gepaste woordeboeke te ontwikkel om hulle in hulle studie te help. Om aan hierdie behoefte te voldoen, kies hierdie studie twee woordeboeke wat gereeld deur studente aan die Universiteit van Stellenbosch benut word, naamlik die Oxford Beginner’s Chinese Dictionary en die Concise English-Chinese Chinese-English Dictionary, om hulle te ontleed, kommentaar te lewer en hulle met mekaar in terme van struktuur en ekwivalensie te vergelyk. Met behulp van gevolgtrekkings uit hierdie ontleding word voorstelle gemaak oor hoe om die standaard van toekomstige woordeboeke te verbeter. Die studie neem die situasie in ag waarmee studente wat in die buiteland Sjinees studeer, veral in Suid Afrika, te doen kry, die ontwikkeling van pedagogiese leksikografie in woordeboeke in Sjina sowel as die buiteland, die verhouding tussen aanlynwoordeboeke en gedrukte woordeboeke en sekere spesiale eienskappe van die Sjinese taal - alles faktore wat die opstel van woordeboeke beïnvloed. Teoreties en metodologies is hierdie studie op die funksieteorie, soos aangebied deur Sven Tarp, gebaseer. Volgens die funksieteorie moet leksikograwe voor die opstel van 'n woordeboek spesifieke tipes gebruikers in spesifieke situasies analiseer. Hierdie studie poog om Tarp se voorstelle te volg deur 'n klein groep woordeboekgebruikers, met behulp van 'n ondersoek, uitgevoer deur die outeur, te analiseer om sodoende 'n algemene idee te formuleer van hoe Mandarynse studente aan die Universiteit van Stellenbosch woordeboeke benut. Die hooffokus van hierdie studie is die raamwerk, mikrostruktuur, makrostruktuur en ekwivalensie in die twee gekose woordeboeke – Concise en Beginner’s. Nadat hierdie aspekte van die woordeboeke noukeurig ontleed is, identifiseer die outeur die dele wat inligting op die voordeligste manier vir die bestemde gebruiker aanbied. Ook identifiseer hierdie studie die minder suksesvolle dele en stel moontlike verbeteringe voor. Samevattend fokus hierdie studie daarop om die beginsel van die funksieteorie te benut deur vas te stel watter eienskappe in woordeboeke ingesluit moet word om hulle meer geskik te maak vir elementêre en intermediêre Mandarynse studente aan die Universiteit van Stellenbosch in Suid-Afrika, sowel as in ander dele van die wêreld.
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Guillo, Cyrille M. "Comparing the language of intermediate learners of French in asynchronous electronic communication vs. face to face communication." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0012180.
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Fortuin, Eloise. "Developing the academic literacy of isiXhosa-speaking learners in an Afrikaans-medium school in the Intermediate Phase." University of Western Cape, 2016. http://hdl.handle.net/11394/6068.
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Magister Educationis - MEd (Language Education)South Africa in its multilingual state presents many challenges for teachers to achieve the task of developing learners? academic literacy. Many learners in South Africa either do not have the privilege or access to mother tongue instruction. Thus, in some instances, teachers are faced with the challenge of having to instruct a minority of isiXhosa speaking learners whose mother tongue is different from the Language of Learning and Teaching (LoLT) of the school and the majority of the class. There have been numerous studies that investigate what strategies teachers can use when they share the MT of the learners, such as the use of code-switching This study looks at teachers who are Afrikaans-speaking and teach in an Afrikaans-medium school, and how they develop the academic literacy of a minority of isiXhosa-speaking learners in Grade 4.
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Chipasula, Esther Kamana. "Establishing criteria to evaluate reading programmes intended for intermediate to advanced level ESL learners in South African schools." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003403.
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This study set out to formulate criteria for evaluating reading comprehension materials intended for ESL readers in~high schools in South Africa. Such criteria may help teachers in selecting textbooks which have theoretically-informed reading programmes. It was first necessary, therefore, to isolate those points from reading comprehension theory that could be included in the criteria. Secondly, other checklists/criteria in ESL evaluation were examined to identify a framework within which to work. In the first draft, questions to be included in the criteria/checklist were formulated using justification from reading comprehension theory. A focus group technique was then used to obtain preliminary feedback on the usability of the checklist. Suggestions from the focus group were used to revise the cri teria . A final checklist was prepared which teachers could use as an instrument to evaluate reading comprehension programmes in language textbooks.
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Kang, Hana. "Computer-based Writing and Paper-based Writing: A Study of Beginning-level and Intermediate-level Chinese Learners’ Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293698412.
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Kato, Nobuko. "A Critique of Natural Discourse in Intermediate Level Textbooks for Learners of Japanese as a Second or Other Language." Thesis, University of Canterbury. School of Languages, Cultures, and Linguistics, 2009. http://hdl.handle.net/10092/3080.
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The number of learners of Japanese as a second or other language has increased rapidly worldwide over the past several decades. The objectives of their study have largely changed from pursuing purely academic research interests to acquiring the communicative skills needed for business or leisure purposes. There are five language competency skills needed to master foreign languages: reading, writing, listening, speaking and intercultural competence. Students, particularly those studying outside Japan, depend more on textbooks for learning how to speak than their peers in Japan; and speaking is studied formally through analysis of model discourses in selected textbooks. In particular, if the learner’s first language is very different from Japanese, which in fact almost all other languages are, the complexity of the spoken language, including gender difference and respect forms, presents most learners with certain challenges that require adequate explanation to be comprehended.
Likewise, the larger the cultural gap between learner and target language, the greater are the challenges for acquiring intercultural competence, which is closely interrelated with the production of ‘natural speech’. It is, therefore, crucial for learners from other cultures who have little opportunity to speak in Japanese to learn from a textbook of good quality which provides appropriate explanation of the social and cultural context of the model dialogues they employ as exemplars.
The present study aims to analyse and evaluate the appropriateness of model dialogues contained in intermediate level textbooks for learners of Japanese as a second or other language. The findings suggest that none of the selected textbooks included satisfactory explanation about the model discourses, so there seems to be much room for improvement in this regard. It is anticipated that the results of this study will contribute to the design concept of foreign language textbooks in future.
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Tomei, Joseph George. "Using multimodal extended metaphor prompts to induce the production of figurative language in low-intermediate Japanese learners of English." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8108/.
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It has been over 35 years since the publication of Reddy's 1979 study of the metaphors for communication, an article that could be said to mark the starting point of Conceptual Metaphor Theory. However, despite the understanding that metaphor and figurative language are fundamental to language, in that time there has been little progress in introducing metaphor into the L2 classroom, especially at lower levels. This thesis argues that learners at this level have figurative resources that have not yet been acknowledged, but could be key elements in developing an L2 metaphor pedagogy. To explore this possibility, a mixed methods investigation of the effect of mutimodal writing prompts based on extended metaphors was conducted with two cohorts of low-intermediate Japanese university students. The mixed methods data analysis revealed not only that the presentation of one extended metaphor could 'activate' metaphorical knowledge of other extended metaphors and induce the production of metaphoric language, but that multimodal material provides an as yet unexploited resource for an L2 metaphor pedagogy.
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Makiwane-Mazinyo, Nokwindla. "Challenges teachers encounter in teaching English reading and writing to the intermediate phase learners in the Uthungulu District schools." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1593.
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A dissertation submitted to the Faculty of Education in partial fulfilment of the Degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, 2017This study is a descriptive survey designed to investigate challenges teachers encounter in teaching English reading and writing in the uThungulu District schools. This study comprised 44 teachers who were purposely sampled on grounds of availability. Views were sampled through the use of a self-made questionnaire. This study addressed three research questions, namely: (i) what are the challenges teachers encounter in teaching reading in the Intermediate Phase? (ii) what are challenges teachers encounter in teaching writing in the Intermediate Phase? (iii) what factors contribute to difficulties in teaching English reading and writing in the Intermediate Phase? The study used a qualitative and quantitative questionnaire and the survey design. Data were analysed using Statistical Package for Social Sciences (SPSS) resulting in descriptive data. The findings of the study revealed that teachers were faced with numerous challenges which included, among others, learners who are unable to read and construct complete sentences, their inability to write as characterised by errors in spelling and poor punctuation. In addition to these challenges, mother tongue interference, teaching methods used by teachers, and overloading of the curriculum were also experiences of the teachers. Another salient finding was the lack of support for teachers from both the department and parents. Recommendations made from the study were that teachers need to be trained in efficient methods of teaching reading and writing. Teachers also need to be trained in identifying learners with special needs as early as possible and refer them accordingly. Workshops and campaigns designed by the department of education need to be planned and conducted early in the year and need to be implemented in manageable packages. Teachers need to be equipped on how to encourage their learners to read for pleasure and provide reading material that is interesting to their learners.
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Elder, Damian Jina'. "Content Area Teacher Practices for Middle School English Language Learners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5185.
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The number of English Language Learners (ELLs) entering content area general education classes is on the rise and there is a lack of understanding concerning what content area teachers are doing to provide instruction to ELLs. ELLs throughout a southeastern state are making very little progress despite the resources put in place by the district. The purpose of this qualitative case study was to explore the instructional practices and perceptions of 5 middle school content area teachers, who educate ELLs in general education classes. Differentiation, as defined by Tomlinson and the World-class Instructional Design and Assessment (WIDA,) frameworks were combined to create the framework of this study. The research questions addressed how middle grades teachers use WIDA standards and practices in content area classes when differentiating and scaffolding lessons for ELLs in a rural school in a southeastern state. A total of 5 participants volunteered to participate in an open-ended questionnaire, interviews, and observations of classroom teaching methods. The data were analyzed and coded to find emerging themes. The findings of this case study suggested that teachers used differentiation, but that it was not directed by the WIDA standards. The findings also suggested a need for professional development to help the teachers better understand how to use the WIDA Can Do Descriptors to provide differentiated and scaffolded lessons for ELLs. As a result of the findings, a 3-day professional development was created with the implementation of a professional learning community to support content area teachers of ELLs. This study supports positive social change by providing an avenue that will ensure equity in instruction for ELLs and all stakeholders.
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Daniel-Oghenetega, Benedicta O. "Exploring capabilities of learners in a quintile 1 school in Metro Central of Cape Town." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2102.
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Magister Educationis - MEdThis study explore the capabilities of Intermediate Phase (grades 4-6) learners in a Quintile 1 school in the Metro Central of Cape Town, through the lens of the capabilities approach theorized by Amartya Sen. This approach relates to how learners are able to utilize their capability sets to attain functionings in the face of poverty i.e. attain the freedom to live the kind of life they value. The study has chosen the capabilities approach because of its high interdisciplinary and multidimensional characteristics. This makes it appropriate to the South Africa context which is characterized by inequality, deprivation and segregation. In this regard, the study explores the features of poverty and forms of capabilities in relation to Intermediate Phase Learners in Quintile 1 Schools. Furthermore the study attempts to explain the effect of poverty on the capabilities of this group of learners in a selected Quintile 1 school in the Metro Central of Cape Town.
South Africa
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Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.
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Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.
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Rich, Krista Carlene. "The Effects of Repeated Reading on the Fluency of Intermediate-Level English-as-a-Second-Language Learners: An Eye-Tracking Study." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8130.
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Most would agree that reading fluency is a concern of every L2 teacher. Repeated reading (RR) positively affects fluency development, supported by much research with L1 children. However, relatively little focus has been given to L2 RR. Most research on RR in L2 settings has focused on audio-assisted RR, used insufficient data collection methods prone to human error, and taken place in an EFL setting. In our experiment, we used eye–tracking as a direct mode of measurement of the effects that RR has on early and late reading measures. In this study, 30 intermediate-level English language learners studying in an intensive English program in the United States participated. Participants silently read three carefully leveled narrative texts, three times each. As they read each passage, an eye–tracking machine gathered data on their eye movements. With immediate repeated exposure to the texts, students improved their reading fluency in both early and late measures of reading.
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Baturay, Meltem Huri. "Effects Of Web-based Multimedia Annotated Vocabulary Learning In Context Model On Foreign Language Vocabulary Retention Of Intermediate Level English Langauge Learners." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608905/index.pdf.
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The aim of this study was to investigate the effects web-based multimedia annotated
vocabulary learning in context model and in spaced repetitions on vocabulary
retention of intermediate level English language learners. The research study
encompassed two main faces which was related to development of the material and
implementation of it. In WEBVOCLE, which stands for web-based vocabulary
learning material, the contextual presentation of vocabulary were enriched with
audible online dictionary, pictures and animationstarget words were repeated by the learners with interactive exercises, such as gap-filling, cloze and multiple choice test, games, puzzles, in &lsquo
spaced repetitions&rsquo
. In the study both qualitative and quantitative data were gathered through attitude questionnaires, checklists, interviews, focus group interviews and through vocabulary retention tests. The qualitative data were analyzed according to qualitative data analysis techniques and quantitative data were analyzed using SPSS statistics software. Feedback obtained from the learners demonstrated that they not only developed a positive attitude toward English vocabulary language learning but also increased their vocabulary retention level of the target vocabulary through spaced repetitions.
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Fernández, Lara Alexis. "Word associations of intermediate and advanced learners of English as a foreign language and English native speakers : probing into lexical network knowledge." Tesis, Universidad de Chile, 2010. http://repositorio.uchile.cl/handle/2250/108658.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua InglesaThe general objective of this research study is to analyse and compare receptive and productive word associations produced by intermediate and advanced learners of English as a foreign language, and native speakers of English.
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Knight, Susan Marie. "The effect of the presence or absence of dictionary access on incidental vocabulary learning for college intermediate Spanish learners reading Spanish texts /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210795999.
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Chesneau, Gabriella Fry. "The effects of acoustic-phonetic, semantic, and syntactic information on word recognition by elementary and intermediate French learners and native French speakers /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487850665559135.
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Sheinuk, Louise Carol. "Intermediate phase mathematics teachers' reasoning about learners' mathematical thinking." Thesis, 2011. http://hdl.handle.net/10539/9803.
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The focus of this study is to investigate the ways teachers use their content knowledge to
understand and address the misconceptions which lie behind learners‟ errors (in their PCK).
Misconceptions arise in mathematics and this phenomenon needs to be addressed by teachers.
Misconceptions are instrumental for learning, but they are also instrumental in halting learners‟
progress in certain mathematical domains. The study highlights the relationship between how
teachers hold content knowledge and use it to reason about learners‟ errors. Six teachers were
interviewed following the „think-aloud‟ method (REF) and they reasoned about learners‟ errors
in five Grade 6 multiple-choice items. The findings show that different relationships between
teachers‟ content knowledge and their pedagogical content knowledge emerge, with special
reference to teachers‟ use of conceptual or procedural thinking, when thinking about the
knowledge-base of the item. This distinction is used to further analyse the mode of teachers‟
proposed interventions, when they reflect on what would be best suited to address the
misconceptions they identified.
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Chu, Bing-Fang, and 祝冰芳. "Research on Intermediate Level Korean Learners’ Noun Measure Words Acquisition." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/92982328665157840828.
Full textAbstract:
碩士國立臺北教育大學
語文與創作學系碩士班
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Abstrct Both Chinese and Korean have a rich system of measure words. Koreans are used to use measure words, but the similarities and differences between Chinese and Korean measure word systems contribute to the common errors made by Korean learners. Based on the language materials from Taiwan Chinese textbooks, and this study selected 35 noun measure words to design questionnaires, tests and interview. With this approach, measure word acquisitions of Korean learners were analyzed. This comparative research aims to identify the causes and patterns of the usage errors made by Korean learners while learning Chinese measure words. According to the analyzed result “confused character pattern with literal meaning”, “ misapplied knowledge of Chinese words’ ”and “ impacts on negative transfer ” are the error types of Korean learners. In the end, this study draws up teaching propositions. Keywords: Measure Word Acquisition, Chinese- Korean comparative analysis, the errors analysis, pedagogy of measure words
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Milubi, Khathutshelo Jeanet. "Planning and presenting life orientation lessons for intermediate phase learners." Diss., 2014. http://hdl.handle.net/11602/153.
Full text
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Wessels, Suzaan. "Self-configuration experiences of intermediate phase learners with mild learning difficulties within the learner-teacher relationship / Suzaan Wessels." Thesis, 2014. http://hdl.handle.net/10394/15811.
Full textAbstract:
More often than not learners with learning difficulties are treated differently from normal mainstream learners. Often they experience themselves in a less positive manner because of the interactions with various teachers who may not always have enough patience to deal with these learners while trying to cope with large numbers of learners on a daily base. This study was conducted to explore self-configuration experiences of Intermediate Phase learners with learning difficulties within the learner-teacher relationship. Literature indicates that the self is a complex construct to define and can be interpreted in various ways. The researcher aimed to understand how the self is configured in experiences that learners have with their teachers and how these experiences contribute to and affect self-configuration. The theoretical frameworks of the Dialogical Theory of Self and the Gestalt Field Theory were used to gain an understanding of how vital relations and context are in the configuration experiences of the self.
A qualitative case study with purposive sampling was conducted. The study was done at a single school where all the learners in the school have learning difficulties. There were nine learners that fell in the Intermediate Phase category and all of them were boys who voluntarily participated in the research.
Data were collected by means of a semi-structured interview in which the participants were asked to use incomplete sentences and a visual map that they made to help them express their experiences. A follow-up interview was conducted to check that the meaning that the learner ascribed to his incomplete sentences and visual map was
accurate and an opportunity was given to add something should the participant want to. Participants were given this opportunity as some of them had difficulty in expressing themselves adequately during the first session as a result of their learning difficulties in so much as they struggle to find words that express their feelings and what they wanted to communicate.
Data were transcribed and analysed by means of thematic analysis. The study indicated that it was aspects such as quality time the teachers spent with the learners and the tone of voice of the teacher that contributed to the self-configuration experiences of the learners.
Further research is necessary to determine whether this is the experience in other schools that cater for learners with learning difficulties and how this knowledge may be used to bring greater awareness to teachers to better understand how learners experience their relationship with regards to self-configuration. Quantitative studies can also be conducted to investigate the impact of teacher-learner relationships on self-configuration.MA (Psychology), North-West University, Potchefstroom Campus, 2015
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Diale, Nobahlambeni. "The teaching of mathematics to intermediate phase learners, in Itsoseng Circuit / Nobahlambeni Diale." Thesis, 2006. http://hdl.handle.net/10394/3123.
Full textAbstract:
This study investigated the teaching of mathematics in the Intermediate phase, in
Itsoseng circuit.
The study adopted a survey as its research design. Data was drawn from a
sample size of 14 mathematics educators from 5 primary schools, which were
selected from 9 Itsoseng primary schools.
,
Questionnaires, interviews and observation were used to elicit data on classroom
practices during the teaching and learning of mathematics. Lesson observation
was used to triangulate the information collected through questionnaire and
interviews.
The investigation indicated that Itsoseng primary mathematics educators are still
using traditional methods used in the apartheid education system to teach
mathematics. The conclusion drawn from the study is that there is a need for
professional development of educators to broaden their knowledge on the
teaching strategies that col:'ld be used to teach mathematics in the Outcomes
Based Education (OBE) context.