Relevant bibliographies by topics / L 2 - language classroom / Dissertations / Theses
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Dissertations / Theses on the topic 'L 2 - language classroom'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.

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2

Nel, F. P. "Pressed to change : systematically reconsidering journalistic boundaries in the newsroom, boardroom and classroom." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/15341/.

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This thesis aims to present and reflect on a collection of research that has informed and shaped pedagogical and andrological praxis across the two decades since pioneers launched the first online news sites onto the World Wide Web, thereby setting off what is frequently described as a revolution in journalism. It makes a case for revisiting core principles of systems thinking to develop a holistic approach to reflecting on changing journalistic realities. A critical systems heuristic is then operationalised to consider how the diverse work in this portfolio reconsiders journalistic parameters in newsroom, boardroom and classroom situations that are both distinct and interrelated. In doing so it illustrates how a commitment to social and cultural fluidity can enable researchers to constructively engage with role players inside and outside of academic interpretative communities. Furthermore, in its suggestions for further research this study adds its voice to other calls for journalism scholars to extend the boundaries of their concern beyond the academy and to generate insights that empower individuals and impact on industry - to the ultimate benefit of society.
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3

Victor, Earl. "Teachers' and students' perceptions of the use of the target or native language in the French foreign language classroom." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 93 p, 2009. http://proquest.umi.com/pqdweb?did=1885607651&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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4

Mantei, Jessica. "An examination of the role of computer-based technologies in the learning and teaching of writing in a Stage 2 classroom." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070207.164406/index.html.

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5

Carbone, Paula M. "Investigating a critical writing pedagogy implications for classroom practice /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925780911&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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6

Moose, Anita Sweeney. "Sheltered instructional strategies in the mainstream, content-oriented classroom." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1605161461&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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7

Pauly, Matthew D. "Building socialism in the National classroom : education and language policy in Soviet Ukraine, 1923-1930 /." [Bloomington, Ind.] : Indiana University, 2005. http://proquest.umi.com/pqdweb?did=1031049451&sid=2&Fmt=2&clientId=12010&RQT=309&VName=PQD.

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8

Uslu, Selver. "Learner Perceptions About Webquest: A Case Study In An English As A Foreign Language Classroom." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613763/index.pdf.

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Through the widespread use of the Internet, WebQuest has become one of the popular techniques in a variety of fields of science and arts for teaching different age groups and levels. This study is conducted to research the effectiveness of this approach in English language learning and to determine possible problems in its implementation. Thus, the purpose of this study is to design, develop, and implement this new approach and to evaluate the learners&rsquo
experiences with it. The participants of this study were the students of a preparatory school at a state university. Twenty-five learners participated in this study. In line with the scope of the research, a WebQuest site was designed which require learners to complete a task related to the curriculum and learning objectives of their English courses. Both qualitative and quantitative techniques were employed to assess the learner perceptions about the WebQuest site design, the steps of the process, group work, and the contribution of the application to language learning. According to the findings of this study, participants appreciated the WebQuest approach and they provided important suggestions for future applications.
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Gulcu, Meric. "The Place Of The Native Culture In The English Language Classroom: A Case Study Of Eng 101 Classrooms At Metu." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611968/index.pdf.

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The aim of this study is to investigate the place of the students&
#8223
native culture in the English language classrooms in the context of the English 101 course at Middle East Technical University. In accordance with this aim, the study is concerned with revealing the opinions and beliefs of language teachers regarding the importance of integrating the students&
#8223
native cultures into their classes and their attitudes about practicing culturally responsive teaching in multi-cultural classrooms. During the process of data collection, various methods were utilized: Five teachers working in the Department of Modern Languages were interviewed to learn their ideas about the topic from different aspects of language instruction, and two teachers were observed while teaching to better understand the classroom application of their ideas and the principles of culturally responsive teaching. Further post-observation interviews and stimulated recalls were also carried out to make an in-depth analysis. The results of the study show that although the teachers believe in the importance of making use of the students&
#8223
native cultures in their classrooms through different means, they usually neglect to do so. The study also shows that what the teachers associate with the term &ldquo
culture&rdquo
in the context of language teaching is the target culture rather than the native cultures. It is also found that while the individual cultures of the foreign students are made use of to a greater degree (but still in a very limited fashion), the native cultures of the Turkish students are ignored during the instruction.
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Chang, Yueh-Ching. "Discourse and identity in online language learning a case study of a community college ESL classroom /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019822811&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274718861&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2010.
Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
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11

Zengin, Emine. "A Study On The Nature And Frequency Of The Interaction And The Factors Affecting Interaction In Language Classrooms." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610232/index.pdf.

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The purpose of this study was to describe and explore the nature and frequency of the interaction and the factors affecting interaction in language classrooms. This qualitative study was conducted in a private language course in Ankara, Turkey. The sample consisted of 6 teachers. The data were collected through video-camera, semi-structred interview and demographic information log. To tackle the complexity of the raw data, data were first subjected to constant comparison analysis. Second, all results were tabulated and interpreted. The results indicated the amount of teacher talk outweighed student talk and teachers spent on average one third of the lesson on lecturing. Besides, it was observed teachers spent approximately 3 % of the lesson on questioning and teachers ask more low-level questions than high-level questions. In addition, the results revealed teacher-initiated interaction outweighed student-initiated interaction and both teacher-initiated and student-initiated interactions outweighed student-student interaction. It was also observed male students interact with teacher more than females. Lastly, the results indicated teachers criticized males more than females. In addition, the results about the nature of interaction indicated students used the method of shouting the answer or idea directly most as the way of initiating interaction with teacher. Furthermore, they had most interaction with teachers so as to ask questions related to the lesson. Also, the results showed the teachers used the method of addressing the whole class as the way of initiating interaction with students. Finally, the teachers used the questioning strategy most as a means of initiating interaction with students.
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12

Martínez, Ramón Antonio. "Spanglish is spoken here making sense of Spanish-English code-switching and language ideologies in a sixth-grade English language arts classroom /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971760601&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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13

Kleinfeld, Elizabeth Neuleib Janice. "Dissonance and excess four students' experiences of revision in a composition classroom /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276391281&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181310403&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Janice Neuleib (chair), Ronald Fortune, Bob Broad. Includes bibliographical references (leaves 270-280) and abstract. Also available in print.
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McMeekin, Abigail L. "NS-NNS negotiation and communication strategy use in the host family versus the study abroad classroom." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765882961&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208804388&clientId=23440.

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Hammontree, David Russell Neuleib Janice. "Teaching (the) everyday social cleavages, cultural attitudes, and cognitive dissonance in the critical classroom /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414114561&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205255794&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Janice Neuleib (chair), Gerald Savage, Christopher Breu. Includes bibliographical references (leaves 223-238) and abstract. Also available in print.
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16

Foreman, Chelsea. "The Methodology of Reading : An analysis of current literary classroom material." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71433.

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The purpose of this essay is to conduct an analysis of four different classroom materials for the English 6 course in order to see the extent to which the textbooks follow accepted teaching methodology for reading, and whether or not their methodology changed after the curriculum switch in 2011. The books being analysed are Progress Gold C, Streams in Literature, Blueprint C Version 2.0, and Viewpoints 2. The analysis has been done by first looking at the teaching methodology literature in order to create a framework of questions to follow when analysing the classroom material, and from that framework looking at what reading activities are available and which model they follow, whether the texts activate different areas of knowledge for the students, and the variety of reading purposes that are available in each book. The answers have then been summarised individually for each point that has been picked out in the framework, and I have then briefly discussed whether or not there is a difference between the textbooks published prior to the curriculum change contra those published afterwards.   The conclusion of my analysis is that each of the books is strong in its own way, but that they do not all adhere to the chosen teaching methodology models – with Viewpoints 2 being the strongest in relation to the chosen framework, and Streams in Literature being the weakest. The books are all very similar at first glance, but it is clear to see that each of the authors has chosen their own way of handling the subject of reading literature in the classroom, with Streams in Literature choosing to focus almost entirely on the texts, while Progress Gold C and Blueprint C Version 2.0 have a much heavier focus on linguistics, and Viewpoints 2 strikes a balance between the two. My conclusion is that while all four of the books seem to follow the teaching methods analysed in this essay to some degree, all of them would require a good amount of revision in order to be more optimally developed towards the teaching theories presented here.
Syftet med denna uppsats är att genomföra en analys av fyra olika klassrumsmaterial som tillhör Engelska 6 kursen för att kunna se i vilken utsträckning textböckerna följer den accepterade undervisningsmetodiken kring läsning, och om metodiken ändrades efter kursplansbytet 2011 eller inte. Böckerna som analyseras är Progress Gold C, Streams in Literature, Blueprint C Version 2.0, och Viewpoints 2. Analysen har genomförts genom att först titta på litteraturen kring undervisningsmetodik för att skapa en teoretisk ram med frågor att följa när böckerna analyseras, och att sedan utifrån den ramen titta på vilka aktiviteter som finns och vilken modell de följer, om de aktiverar olika kunskapsområden hos eleverna, samt variationen mellan vilka lässyften finns i böckerna. Svaren har sedan sammanfattats individuellt för varje bok och punkt i den teoretiska ramen, och jag har då diskuterat översiktligt om det finns en skillnad mellan textböckerna som är utgivna innan kursplansbytet jämfört med de som är utgivna efter bytet.   Sammanfattningen av min analys är att varje textbok är stark på sitt eget sätt, men att inte alla följer den valda undervisningsmetodiksmodellen – förhållandet till den teoretiska ramen är starkast i Viewpoints 2 och svagast i Streams in Literature.Böckerna är vid första anblick väldigt lika, men man kan tydligt se att varje författare har valt sitt eget sätt att hantera hur man läser literatur i klassrummet. Streams in Literature väljer att fokusera nästan enbart på texterna, medans Progress Gold C och Blueprint C Version 2.0 har ett mycket tyngre fokus på lingvistik, och Viewpoints 2 har hittat en balans medan de två olika sätten. Min slutsats är att även om alla fyra textböcker verkar till en viss grad följa undervisningsmetodiken som har analyserats i denna uppsats så skulle alla behöva en stor mängd revideringar för att vara mer optimalt anpassade mot den presenterade undervisningsmetodiken.
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17

Nilsson, Emme, and Julia Johansson. "Muntliga interaktioner i svenskämnet : En observationsstudie i årskurs 2." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86072.

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Syftet med studien är att studera lärares roll i den muntliga interaktionen i ämnet svenska i årskurs två. Utifrån syftet besvaras två frågeställningar som knyts samman med de sociokulturella begreppen stöttning och mediering, nämligen hur lärarna stöttar elevernas muntliga interaktion och vilka medierande redskap som används i klassrummen. Studien bygger på sex observationer i årskurs två som tar sin grund i ett redan färdigställt observationsschema som ger verktyg att observera muntliga interaktioner och lärmiljö utifrån 25 olika faktorer, varav 14 faktorer redovisas och analyseras i studien. Resultatet analyseras med hjälp av ett ramverk inom den sociokulturella teorin som innefattar begreppen stöttning och mediering. Resultatet av studien visar faktorernas förekomst i de observerade klassrummen utifrån hur vanliga de är. Resultatet visar att lärarna främjar interaktionen i klassrummet genom att exempelvis ställa öppna frågor, använda sig av rekvisita för att stärka språkliga yttranden samt bekräftar elevernas yttranden. Under alla observationer använder sig även lärarna av muntliga övningar i både par och mindre grupper. Utifrån resultatet framkom det dock att flertalet lärare inte använder sig av flera av de metoder som tidigare forskning visat vara främjande för elevernas muntlighet, exempelvis använder de sig inte tillräckligt av ett långsamt taltempo eller av pausering och de agerar inte heller som språkliga förebilder i önskad grad. En slutsats som kan dras av resultatet är att lärare bör skapa ytterligare medvetenhet om vilka metoder och strategier som bör finnas med i undervisningen för att främja den muntliga interaktionen i klassrummet.
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FERNANDES, Fernanda Rodrigues. "Lavando a Alma: análise do contexto de uma sala de aula de língua inglesa de escola pública sob a luz da teoria do caos/complexidade." Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/2382.

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Made available in DSpace on 2014-07-29T16:19:00Z (GMT). No. of bitstreams: 1 Dissertacao Fernanda Rodrigues Fernandes.pdf: 606573 bytes, checksum: 1d7825886416330cd4570c30afe3eef2 (MD5) Previous issue date: 2010-09-13
This research is an ethnographic case study that analyzes, in a descriptive form, the English language lessons in a second year high school classroom in a state school in the city of Goiânia. For this, we conducted a participant-observation research study, which, according to Spradley (1980), occurs when the researcher observes what happens in the research field and also participates in the activities that occur therein. The aim of this study was to know the difficulties faced by the actors in the classroom examined in order to propose what we call action or intervention to help control one of the known difficulties that, in this case was indiscipline during the English classes. Our proposed action was to carry out activities that would promote peer interaction and cooperative and/or collaborative learning, encouraging students‟ participation in the classes (FIGUEIREDO, 2006; OXFORD, 1997). During the research, we realized that several factors influenced the English classroom dynamics and thus the students‟ behavior. Therefore, the classroom under study and the issue of indiscipline in the English classes could not be seen in isolation. In order to best understand this reality, we used chaos/complexity theory (LARSEN-FREEMAN, 1997), comparing the English language classroom to a complex system. According to Larsen-Freeman (1997), complex systems are dynamic, complex, nonlinear, chaotic, unpredictable, sensitive to initial conditions, open, selforganizing, adaptive and sensitive response. By proposing this perspective of the classroom as a complex system, this study helps to understand that the difficulties experienced in the English language classroom, amongst them indiscipline, must be faced by all those who, directly or indirectly, take part in this complex system.
Este trabalho se caracteriza por ser um estudo de caso de base etnográfica que busca analisar de forma descritiva as aulas de língua inglesa de uma turma do 2º ano do ensino médio de uma escola pública estadual localizada na cidade de Goiânia. Para isso, realizamos uma observação-participante, que, segundo Spradley (1980), ocorre quando o pesquisador, além de observar o que acontece no campo de pesquisa, também participa das atividades que nele ocorrem. O objetivo deste estudo é conhecer as dificuldades enfrentadas pelos atores da sala de aula analisada a fim de propor o que denominamos de ação ou intervenção para ajudar a contornar uma das dificuldades verificadas, que, no caso, foi a indisciplina durante as aulas de inglês. Nossa proposta de ação foi a realização de atividades em pares que pudessem promover a interação e a aprendizagem colaborativa e/ou cooperativa, incentivando assim a participação ativa dos alunos nas aulas de inglês (FIGUEIREDO, 2006; OXFORD, 1997). No decorrer da pesquisa, percebemos que diversos elementos influenciam a dinâmica da sala de aula de língua inglesa investigada e, consequentemente, o comportamento dos alunos. Dessa forma, a sala de aula analisada e a questão da indisciplina nas aulas de inglês não podem ser vistas de forma isolada. Para compreendermos melhor essa realidade, utilizamos a teoria do caos/complexidade (LARSEN-FREEMAN, 1997), comparando a sala de aula de língua inglesa estudada a um sistema complexo. Isso porque ela apresenta características próprias desse tipo de sistema. Segundo Larsen-Freeman (1997), os sistemas complexos são dinâmicos, complexos, não-lineares, caóticos, imprevisíveis, sensíveis às condições iniciais, abertos, auto-organizáveis, sensíveis à resposta e adaptativos. Ao propor essa perspectiva da sala de aula como um sistema complexo, este estudo contribui para entendermos que as dificuldades vivenciadas na sala de aula de língua inglesa em questão, dentre elas a indisciplina, devem ser enfrentadas por todos aqueles que fazem parte direta ou indiretamente desse sistema complexo.
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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.

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Summaries in Afrikaans and English
In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)
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20

Cote, Parra Gabriel E. "Understanding foreign language teachers' beliefs and classroom practices a multiple-case study of four teachers' experiences with LinguaFolio /." 2009. http://proquest.umi.com/pqdweb?did=1902400731&sid=2&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.
Title from title screen (site viewed March 2, 2010). PDF text: viii, 163 p. : ill. ; 4 Mb. UMI publication number: AAT 3378555. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Zhang, Xiaoni. "Chat as an effective supplement to the face-to-face language classroom." Diss., 2009. http://proquest.umi.com/pqdweb?did=1987546861&sid=1&Fmt=2&clientId=48051&RQT=309&VName=PQD.

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"THE EFFECTS OF STUDENTS’ ENTERING CHRACTERISTS AND CLASSROOM ENVIRONMENT EXPERIENCES ON THEIR LANGUAGE LEARNING OUTCOMES IN AN EFL SETTING IN TURKEY." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605478/index.pdf.

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23

Cassity, Kathleen J. "Bringing lived cultures and experience to the WAC classroom a qualitative study of selected nontraditional community college students writing across the curriculum /." Thesis, 2005. http://proquest.umi.com/pqdweb?index=0&did=913513701&SrchMode=2&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1234298353&clientId=23440.

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Durníková, Radka. "Rozvoj dovednosti sebehodnocení žáků od 1. do 2. ročníku ZŠ." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-337502.

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This graduation thesis has a theoretical and an exploratory character. The theoretical part is focused on the knowledge in the field of school evaluation and self- assessment of pupils. It defines the basic concepts, types, forms and functions of evaluation and self-assessment. The main aim is to define ways and various strategies to develop self-assessment skills of children in the beginning of primary school. The research questions and methods of investigation are formulated in the theoretical part. It presents results of long-term research about development of self- assessment skills of children from the beginning of 1st grade to the end of the first half of 2nd grade. One of the most significant parts of the research is devoted to specific strategies of the teacher, which positively affect the development of self- assessment skills of pupils, as well as involving parents in this process during a common consultation of teacher, student and parent.
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Hoyt, Douglas W. "A comparison of the writing performance of students of high ability versus average ability in response to the spontaneous writing stimulus from the Test of Written Language - 2 and two other classroom writing samples." 1991. http://catalog.hathitrust.org/api/volumes/oclc/25102553.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1991.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 78-87).
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