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Dissertations / Theses on the topic 'Modular training in foreign languages'
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1
Ліщук, Владислав Сергійович, and Н. М. Сиромля. "Innovative methods of foreign languages training." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18224.
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Martin, Cynthia Margaret. "Burstall revisited : foreign languages at primary school; the encounter model." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299715.
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Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.
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The English language occupied a specially
important status in the increasing development of science,
technology, culture and international relations in Vietnam,
which has resulted in a growing demand for English Language
Teaching (ELT) all over the country. The Hanoi Foreign
Languages Teachers' Training College in general and its
Department of English in particular plays a very important
role in this by producing as many teachers of English as
possible for high schools as well as for other Colleges and
Universities in Vietnam as a whole. Unfortunately, ELT in
Vietnam is still far from satisfactory. There exists a common
problem of communicative competence in Vietnamese students,
even in Vietnamese teachers of English. ELT at HFLTTC is
taken to illustrate the fact that even after five years'
training, graduates remain deficient in the ability of
language use as well as understanding its use in normal
communication. This being the case, how can they carry out
effectively the teaching of English to high school pupils or
students at other institutions?
In this situation, we need to take a serious look
at ELT in the Department of English at the HFLTTC so as to
suggest suitable materials and methods which will enable the
Institution to function more effectively.
This project makes an exploratory study of the
problem. To provide a context for the study, the background
to ELT in the Department of English is reviewed. This is
followed by a detailed description of different approaches
used in ELT with the reference to the actual activities of
teaching and learning in the Department of English. A special
emphasis is placed on the difference between conventional
approaches and the currently influential one - The Functional-
Notional-Approach to language teaching and learning. The
basic notions of this approach will be covered and also
different categories of functions and categories of
situations which the students of English often encounter in
using English. Different techniques of teaching functional
spoken English will be suggested with an aim to improving the
teaching of spoken English in the above-mentioned setting.
It is hoped that this project may become a
contribution to solving some of the existing problems of
inadequate communicative competence of Vietnamese students of
English and to teaching and learning English with effective
communication skills in the Department of English at the
HFLTTC.
4
Regan, Vanessa. "Pedagogic incongruities : a case of Initial Teacher Education and speaking skills in modern foreign languages." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/76679/.
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This research focused on achieving greater understanding of the teaching of speaking within modern foreign languages (MFL) and of Initial Teacher Education (ITE). It is a case study with elements of action research, including an intervention in my own practice and in two classrooms. However, the intervention was not the sole or primary or focus of the research. As a practitioner researcher, my aim was to generate knowledge which might improve practice in schools but could also be applied to my own practice. The thesis addresses the research questions: To what extent can focused Initial Teacher Education improve speaking skills in secondary Modern Foreign Language classrooms? How do MFL trainees and secondary school students experience the teaching of speaking skills? How do trainees plan for input and practice, including target language? To what extent is MFL subject-specific pedagogic knowledge valued and utilised in secondary schools? The research consisted of three elements: First a study of three cohorts' work in the ITE MFL course, including documents generated by the trainees supplemented by group interviews with the trainees. Second, a study of an intervention within the ITE MFL course, involving changes to its curriculum, pedagogy and assessment which were intended to raise the profile of speaking in trainees' preparation for classroom practice. Third, a study of a classroom intervention in which two trainees prepared and conducted a group talk activity with their Year 8 classes. The lessons and students' comments on speaking in MFL lessons were recorded and analysed. The over-arching theoretical framework of the thesis was pragmatism, drawing on the work of Biesta (2010) and Dewey (1936), and the analytical framework was based on Engeström's (2007) Activity Theory. The data were analysed thematically as part of Quantitative Content Analysis (Silverman, 2011). Students' language during the classroom intervention was analysed using Halliday's (1973) linguistic functions and Ellis' (2005) principles of instructed language learning were used as an evaluative framework for trainees' lesson plans. The literature review compares key elements of both the Key Stage Three Framework for MFL and the GCSE assessment framework for speaking in MFL with theories of second language acquisition. The data analysis suggests that subject-specific pedagogy is dominated by generic pedagogy in trainees' academic writing and in their feedback from school-based subject mentors. This is attributed, in part, to an over-emphasis on measurable outcomes in current objectives-based educational policies. The qualified success of the group talk intervention suggests that incorporating a task-based language teaching approach into school schemes of work would be beneficial, accommodating the meta-cognitive benefits of assessment for learning within an established model of language teaching. An analysis of the Initial Teacher Education partnership using Activity Theory indicates that structural constraints allow limited scope for innovation in the classroom practice of either teachers or trainees. Students expressed anxiety about making errors and appearing foolish to their peers. However, trainees also commented that teachers' anxieties about poor behaviour prevented them conducting pair work or small group work with some of their classes. In conclusion, using wider professional content knowledge could avoid an over-emphasis on short-term performance goals when complying with policy initiatives and external assessment frameworks concerning linguistic and professional knowledge. Trainees need to “fit in” with the culture of the host department by adopting its rules and tools but changes in the division of labour to allow increased collaborative work including trainees, mentors and tutors could support innovation. MFL pedagogy should provide sufficient input for the foreign language to be learned, thus enabling speaking in the target language, rather than using speaking as an aspect of performativity.
5
Cabaroglu, Nese. "Development of student teachers' beliefs about learning and teaching in the context of a one-year Postgraduate Certificate of Education programme in modern foreign languages." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299716.
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Mitchell, Rosamond. "An investigation into the communicative potential of teachers' target language use in the foreign language classroom." Thesis, University of Stirling, 1986. http://hdl.handle.net/1893/2554.
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This thesis describes an investigation into the capacity of foreign language (FL) teachers in Scottish secondary schools to make the target foreign language the sole or main means of communication with their pupils in the formal setting of the FL lesson. In the first part of the thesis, the reasons why FL teachers should behave in this way are explored. Relevant sociolinguistic and psycholinguistic theories are first discussed, together with their implications for FL teaching methodology. Contextual factors thought likely to influence the extent to which British FL teachers would be either willing or able to make the target language the medium of classroom communication are then reviewed. These have to do with a) the nature of the classroom as a social and sociolinguistic setting, and b) FL teachers' linguistic competence and beliefs about the nature of teaching and learning. Existing research on FL classroom interaction, and in particular on structural and functional characteristics of teacher FL talk, is also reviewed. The second part of the thesis reports an empirical study of the classroom talk of a group of teachers committed to the 'communicative approach' to FL teaching. These teachers' classroom use of French (the target FL) and English is described at several levels of detail, notably that of the teaching! learning activity and of the pedagogic move. Structural characteristics of teacher talk are also studied. Special attention is given to teachers' classroom management talk, and it is argued that the choice of French for this purpose is critical for enhancing pupils' experience of message-oriented target language use. comparison is made between the language use patterns of teachers characterised as 'High' and 'Low FL Users'; and an account is given of the discourse strategies which appear necessary to sustain high levels of FL use.
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Dullien, Starley Beatrix. "In time on time: Website for teachers of English to speakers of other languages." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2730.
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The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.
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Jackson, Marguerite Faye. "Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1619.
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Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.
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Lin, Shaojuan. "Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/283.
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Previous research indicates that former schooling is an important factor to shape teachers' beliefs about teaching; teachers change the way they teach when their beliefs about foreign language teaching change. However, little research has discovered direct evidence concerning the processes that effect change in teacher beliefs. This study investigated the relationship between teachers' pedagogical paradigms and practices in Chinese language classrooms. Specifically, a qualitative analysis of educated teachers born in China examined how early pedagogical frames were formed, and then transformed in the context of American classrooms. Results of this study indicate that early schooling, language learning, and initial teaching experiences have a powerful effect on Chinese teachers' epistemological beliefs and pedagogical practices. Indeed, embedded and unexamined beliefs can inhibit effective teaching of Chinese language and lead to traditional behaviorist-centered learning approaches. However, these data indicate that critical reflection on preconceptions, beliefs, values, principles, and practices can become a precursor for constructivist and transformational Chinese language teaching and learning. The Lin Transformational Teaching and Professional Development Model demonstrates how traditional Chinese language approaches can be transformed into more effective epistemological and pedagogical strategies through assessment and reframing, consideration of cultural contexts, incorporation of diversity, and inclusion of continual professional reflection. Implications of the Lin Model to increase teacher competence and learner proficiency are recommended in four areas (individual professional development, collaborative professional development, teacher training programs, and students of Chinese) and are applicable to three different types of departments: foreign languages and literatures, applied linguistics, and education.
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Ucar, Duzan Canan. "An Evaluation Of The In-service Teacher Training Program For The Newly Hired Instructors In The School Of Foreign Languages At Middle East Technical University." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607055/index.pdf.
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The purpose of this study was to evaluate the effectiveness of the in-service teacher training program implemented for the newly hired teachers in the School of Foreign Languages (SFL) at Middle East Technical University. The study was conducted with the help of three groups of participants who were the trainees who participated in the training program in the 2004-2005 academic year, the experienced teachers who were current members of the SFL and the teacher trainers. Data from the 12 trainees were collected through two questionnaires which were developed to identify the needs of the trainees at the start of the program and their degree of satisfaction at the end. Moreover, an interview was conducted with the trainees. Data from the 4 teacher trainers were collected through a questionnaire and it aimed to identify their expectations from and satisfaction with the program. 45 experienced teachers, on the other hand, were involved in the study to understand whether they need in-service training. The questionnaires included both Likert scale and open-ended items.
Data collected through the instruments were analyzed both quantitatively and qualitatively. Closed-ended items were analyzed via the SPSS program and mean scores for each item were calculated. To identify if there is any statistically significant difference between the mean scores, a paired-sample t-test was calculated. The qualitative data were analyzed through content analysis.
The results of the study revealed that the trainees especially need to improve their practical teaching skills which are immediately necessary in the new setting. Their degree of satisfaction was also found to be high. The results about the experienced teachers showed that they did not feel the need to enroll in an in-service training program. The findings about the teacher trainers revealed that they are generally happy with the program although they listed some suggestions for improvement.
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Klapwijk, Nanda Maria. "A blended-learning approach to strategy training for improving second-language reading comprehension in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2618.
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Thesis (MPhil (Modern Foreign Languages))--Stellenbosch University, 2008.<br>It is widely recognized that learning to read is one of the most crucial learning processes in which children are involved at primary school. However, becoming a proficient reader is not equally easy for all learners. When it comes to the development of reading comprehension many children appear to have persistent problems.
In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching strategies to improve reading comprehension. The ability to read academic texts is considered one of the most crucial skills that students of English as a Second Language need to acquire. Reading comprehension has become the “essence of reading” (Dreyer & Nel, 2003:349). Literacy, and more specifically reading, is one of many areas where research has provided evidence of the potential impact of technology such as multimedia and hypermedia. If one looks broadly at the issue of technology and literacy, one of the more rewarding issues for educators is the role of technology in literacy acquisition and instruction, especially for primary grade learners (Pearson et al, 2005:3).
This study aims to support the growing trend of an increasingly “paired” literacy, namely that of general literacy and computer (or technological) literacy. The study proposes that through implementing an overall blended-learning methodology for teaching learners how to use reading strategies, it will be possible to improve learners’ general reading comprehension levels.
13
Lawes, Shirley. "The end of theory? : a comparative study of the decline of educational theory and professional knowledge in modern foreign languages teacher training in England and France." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10007418/.
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Educational theory is no longer a subject of debate in Initial Teacher Training (ITT). The literature that exists shows that the need for theory is contested and the general mood is anti-theoretical. The confused emphasis on 'reflective practice' has led to a situation where 'practice' is re-described as 'theory". This study of ITT modern foreign languages (mfl) courses confirms that, in mfl, where theoretical concerns were once strong, theory, both in terms of the study of education and the applied theory of mfl has been marginalised. This study of higher education (HE) teacher trainers' and student teachers' views of theory is based on extensive interview data and analysis of the content of three programmes: the Post Graduate Certificate in Education: the PGCE/Martrise frangais langue etrangere, and the Certificat d'Aptitude au Professorat de I'Enseignement Secondaire. The findings of the study reflect the contemporary mood. Teacher trainers expressed ambivalent attitudes to theory and thought that it is enough for theory to be implicit in what is taught on their courses. Their notion of 'theory' is, in fact, 'principled guidance for practice'. Both student teachers and teacher trainers expressed an anti-theoretical attitude through an overriding concern for the development of the practical classroom skills related to meeting QTS standards. Student teachers expected mainly practical guidance for teaching from their HE courses. Likewise, their reading was limited to obtaining ideas and practical guidance for teaching and practiceorientated course assignments. However, one course, the PGCE/Martrise fIe shows that student teachers benefit from and value theory and that this makes a perceptible difference to the quality of their ITT experience. The conclusion of this study is that the pessimistic view of ITT implied by the prevailing anti-theoretical mood and a sense that practice is developed through practice can be challenged both programmatically and individually.
14
Bangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).
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Hyte, Heidi D. "The Effects of Computer-Based Metacognitive Strategy Training for Adult Second Language Learners." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4816.
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The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS and specific metacognitive strategies.The subjects included 239 missionaries learning Spanish as a second language at the Missionary Training Center (MTC) in Provo, Utah where the learners experienced a rigorous, two-month language training program in their second language. The missionaries were randomly assigned to either the experimental group, which consisted of 120 missionaries, or control group, composed of 119 missionaries.
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Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.
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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.
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Швець, Г. "Виклики для викладача під час викладання іноземних мов онлайн". Thesis, Сумський державний університет, 2021. https://essuir.sumdu.edu.ua/handle/123456789/84365.
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Навчання іноземних мов є одним з основних елементів системи професійної підготовки фахівців у ЗВО України. Система дистанційного навчання в Україні має багато переваг і недоліків. Проте екстремальна ситуація, пов’язана з пандемією CoVid-19, змусила викладачів і студентів опинитися в реальності, де викладати й навчатися доводиться виключно перед екраном комп’ютера чи смартфона.
Ефективність такого навчання покаже свої результати вже незабаром, коли фахівці
онлайн-навчання отримають дипломи й підуть працювати за фахом.
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Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.
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In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations.
This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning.
Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.
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Коробова, Юлія Володимирівна, та Yuliia Volodymyrivna Korobova. "Моделювання професійної орієнтації практичних занять з англійської мови для майбутніх учителів на початковому ступені навчання". ФОП Цьома С. П, 2019. http://repository.sspu.edu.ua/handle/123456789/8230.
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Стаття присвячена розв'язанню проблеми професіоналізації навчання майбутніх учителів англійської мови. Складовою частиною процесу реалізації професійної орієнтації на практичних заняттях з іноземної мови вважається формування вмінь мовленнєвої адаптації. Наведено професійно орієнтовані завдання, які розроблено з урахуванням тем та ситуацій спілкування, мовленнєвого матеріалу у вигляді виразів класного вжитку та мовного фонетичного матеріалу.<br>The article focuses on the problem of the professional orientation of future English language teachers training at the University. The integral part of this process is formation of speech adaptation skills at English language classes. Some examples of recommended professionally oriented tasks have been given. While developing the tasks the appropriate topics and situations of communication, classroom English and phonetical material have been taken into account.
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Dullien, Starley Beatrix. "Constructivism for the English-as-a-second-language learning environment and professional development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2691.
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This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.
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Korankye, Priscilla. "Etude comparative des représentations des futurs enseignants et des enseignants débutants par rapport à leur formation professionnelle initiale en langues étrangères : le cas du Français au Ghana et de l'anglais au Togo." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAG033/document.
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Cette recherche, inscrite dans le champ de l’éducation comparée, étudie les représentations sociales que se font les futurs enseignants et les enseignants débutants de français au Ghana et d’anglais au Togo par rapport à leur formation professionnelle initiale. Notre cadre théorique est construit principalement autour de la théorie des représentations sociales, la professionnalisation et le rapport au savoir. Par le biais de l’approche compréhensive de l’éducation comparée qui se donne pour objet de comprendre les phénomènes dans leurs contextes, sans chercher à transférer des pratiques d’un pays à l’autre, nous cherchons à comprendre si la formation professionnelle octroyée parvient à mener les futurs enseignants de ces langues à l’acquisition des compétences professionnelles suffisantes pour l’exercice de leur métier. Sur le plan méthodologique, la recherche privilégie une démarche hypothético-déductive. Nos données empiriques se composent de 40 entretiens semi-directifs dont 30 (15 par pays), réalisés auprès de futurs enseignants et 10 (5 par pays), auprès d’enseignants débutants. Les données qualitatives ont fait objet d’une analyse de contenu thématique. Les résultats montrent que, la majorité des futurs enseignants et les enseignants débutants trouvent leur formation pratique insuffisante et peu professionnalisante. Cependant le public togolais se représente plus favorablement la formation théorique et le futur métier ou le métier en cours d’exercice, pour les enseignants débutants. Les résultats révèlent également qu’il existe une relation étroite entre le profil d’entrée des enquêtés et leurs représentations envers la formation ainsi que l’exercice de l’activité professionnelle<br>This research is founded in comparative education and studies the social representations of future and beginning foreign language teachers in Ghana against those in Togo with respect to their initial professional training. The study is inspired mainly by the theory of social representations, professionalization and by the concept of relationship to knowledge. Using a comprehensive approach of comparative education that focuses on understanding phenomena in their contexts, without intending a transfer of practices from one country to another, we seek to determine whether the available training programs prepare the subjects adequately toward acquisition of professional skills and career readiness. The study privileges hypothetic-deductive approach. Our empirical data consists of 40 semi-structured interviews of which 30 (15 from each country) collected from future teachers and 10 (5 from each country) from beginning teachers. The qualitative data is analyzed using content analysis. Results show that a majority of future and beginning teachers find their practical training insufficient and not career centered. In spite of this fact, contrary to the Ghanaian public, the Togolese public has positive representations in respect to their theoretical training and career readiness. The results equally reveal that there is a close relationship between teachers' profile prior to training and their representations as regards their training and their career readiness
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Florencio, Hosana Alves. "A criação de alvos perceptivos em L2." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19648.
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Previous issue date: 2017-12-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>In the field of teaching English as a Second Language (L2), oral production and oral comprehension are two difficult skills for students to develop. One of the contributing factors for this difficulty is the lack of creation of perceptive targets, which prevents the formation of new sound categories in L2, hampering production, identification and perceptive discrimination. In order to reflect upon new possibilities for teaching L2 pronunciation, the main goal of this study – supported by subsidies of Acoustic Phonetics, speech technologies and the Speech Learning Model – is to investigate the effects of the introduction of a pronunciation training program based on the development of perceptive targets and, with this investigation, to contribute with subsidies for teaching pronunciation in L2 for native speakers of Brazilian Portuguese. The following vocal contrasts present in the English language will be investigated as study topics: /ɪ/ and /iː/; /ʊ/ and /u:/; /æ/ and /ɛ/; /ʌ/ and /ɑ/. Therefore, this study covers the execution of the following tasks: 1) application of a test for the identification and perceptive discrimination of contrasts between English vowels to study subjects (learners of English as L2– youths and adults) as the pre-introduction of a perception training program; 2) application of a pronunciation training program comprising five units, with speech technology features to develop the subjects’ listening skills and help them create perceptive targets; 3) application of a perceptive discrimination and identification test between English vowels, considering that the study subjects have also taken a post-training test with perceptual exercises after the introduction of a perception training program in English; and 4) comparative analysis of the pre- and post-tests and assessment of the perception training program. Therefore, with the results of perceptive training, we concluded that such training is greatly valuable to stimulate the subjects’ attention regarding new acoustic cues that will allow them to distinguish sounds in L2, since the subjects in this study assimilated the L2 minimal pairs to a single sound in the phonemic inventory of their mother language (L1)<br>No campo de ensino de língua inglesa como segunda língua (L2), a produção oral e a compreensão oral são duas competências que os alunos têm dificuldade em desenvolver. Um dos fatores que contribuem para essa dificuldade é a ausência de criação de alvos perceptivos, que impede a formação de novas categorias de sons na L2, prejudicando sua produção, identificação e discriminação perceptiva. Para refletir sobre novas possibilidades de ensino de pronúncia em L2, a presente pesquisa ⎼ que se apoia nos subsídios da Fonética Acústica, nas tecnologias de fala e no Speech Learning Model ⎼ tem como principal objetivo investigar o efeito da introdução de um programa de treinamento de pronúncia que se pauta pelo desenvolvimento de alvos perceptivos e, a partir dessa investigação, visa a contribuir com subsídios para o ensino de pronúncia em L2 para falantes nativos do português brasileiro. Como objetos de pesquisa, serão investigados os seguintes contrastes vocálicos existentes em inglês: /ɪ/ e /iː/; /ʊ/ e /u:/; /æ/ e /ɛ/; /ʌ/ e /ɑ/. Para tanto, este estudo compreende a realização das seguintes tarefas: 1) aplicação de um teste de identificação e discriminação perceptiva de contrastes entre vogais do inglês ao grupo de sujeitos da pesquisa (aprendizes de inglês como L2 ⎼ juvenis e adultos), sendo esta a pré-introdução de um programa de treinamento de percepção; 2) aplicação de um programa de treinamento de pronúncia dotado de cinco unidades com recursos de tecnologias de fala para desenvolver a escuta dos sujeitos e ajudá-los a criarem alvos perceptivos; 3) aplicação do teste de identificação e discriminação perceptiva de contrastes entre vogais do inglês, sendo que os sujeitos da pesquisa também realizaram um teste pós-treinamento com exercícios de natureza perceptual posterior à introdução de um programa de treinamento em percepção em inglês; e 4) análise comparativa dos pré e pós-testes e avaliação do programa de treinamento de percepção. Assim, por intermédio dos resultados do treinamento perceptivo, concluímos que esse treinamento é de grande valia para estimular a atenção dos sujeitos em relação a novas pistas acústicas que lhes permitam diferenciar os sons na L2, uma vez que os sujeitos desta pesquisa assimilaram os pares mínimos da L2 a apenas um som no inventário fonêmico da sua língua materna (L1)
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Dodici, Adria Danielle. "The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/141.
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Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.
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Addiego, Emily Spady. "The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/985.
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This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there was evidence that they began to integrate more theoretical aspects of program curriculum by the end of the year. However, the participants also demonstrated a lack of interest in theoretical and research-related coursework that persisted throughout their first year. Participants' lack of interest and stress brought on by unfamiliar material may have limited the amount of integration of research and theory into their practice. Findings suggest a mismatch between program goals and student goals, with students being focused on teaching practice and the program being focused on both the practical and theoretical aspects of the curriculum.
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Clémens, Corbi Christine. "L'enseignement des langues vivantes étrangères à l'école primaire : Analyse ergonomique de l’activité des maîtres et instauration d’une médiation formative dans l’établissement." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3039.
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Cette thèse montre en quoi l'analyse de l'activité des professeurs des écoles enseignant une Langue Vivante Etrangère peut apporter des connaissances utiles au processus de formation continue de ces maîtres au sein de leur polyvalence. L'activité humaine est invisible tant pour les observateurs que pour les acteurs eux-mêmes, d'où notre recours au cadre théorique et méthodologique de l'analyse ergonomique de l'activité enseignante qui s'inscrit dans une perspective historico-culturelle et se nourrit des apports féconds d'une clinique de l'activité. La Méthode d'Auto Confrontation, méthode indirecte, nous permet la création d'un milieu spécifique où nous prenons en compte l'expérience des enseignants et où nous cherchons à transformer le travail pour le comprendre. Nous nous sommes appuyés sur l'analyse de l'activité de six enseignants engagés dans l'enseignement de l'anglais afin de rendre compte de leurs manières de faire, des arbitrages et compromis à l'oeuvre. Une première représentation des pratiques enseignantes laisse ainsi apparaître trois registres d'action principaux liés à leur maîtrise de la conduite de classe, à leur connaissance de la démarche didactique et pédagogique de l'enseignement des LVE et à leur maîtrise de la langue cible. Un processus spécifique lié à la confiance en soi a émergé en cours d'analyse et joue un rôle central dans leur activité. Un nouvel éclairage de la polyvalence est alors envisagé où nous proposons une rencontre entre analyse du travail et formation. La « mise en situation active » (MSA) décline les perspectives découlant de la visée technologique de notre recherche<br>This thesis shows how the analysis of the activity of the school teachers teaching a Foreign Language can bring useful knowledge to the process of ongoing training to these teachers within the core of their versatility. Human activity is invisible as much for the observers as for the actors themselves, which leads us to fall back on the theoretical and methodological frameworks of the ergonomic teaching activity which joins a historical-cultural perspective and is fed by the fertile contributions of a clinic of activity. The method of Self-Confrontation, an indirect method, allows us to create a specific space where we take into account the experience of the teachers and where we seek to transform the work in order to understand it. We turned to the analysis of the activity of six teachers engaged in the teaching of English in order to report on their methods, their judgments and compromises in action. A primary representation of their teaching practices thus allows three principle registers of action linked to their mastery of classroom management, to their knowledge of the didactic and pedagogical process of the teaching of Foreign Languages and their mastery of the target language. A specific process linked to self-confidence emerged during the course of the study and played a central role in their activity. A new understanding of versatility is thus envisioned where we propose to link the work analysis and training. The "put into live action" breaks down the perspectives coming from our targeted online research
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Гадайчук, Н. М., Л. В. Тульчак, and С. О. Кот. "Application of adaptive modular control of knowledge of future engineers in the process of foreign language training." Thesis, 2017. http://ir.lib.vntu.edu.ua//handle/123456789/24838.
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The article deals with the problem of application of adaptive modular control of students-future engineers in the process of foreign language training<br>Стаття присвячена проблемі застосування адаптивного модульного контролю студентів-майбутніх
інженерів в процесі вивчення іноземних мов.
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Lee, Yung-Chen, and 李永真. "The Teacher Training of Second Foreign Languages in Middel School in Taiwan und in Germany- A Comparison." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/76161272733226258106.
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碩士<br>中國文化大學<br>德國語文學研究所<br>90<br>ABSTRACT
For aligning with Minister of Education’s policy of Second Foreign Language Education, all secondary schools across Taiwan have respectively started to conduct their 2nd foreign language courses. However, due to lack of experience, improvements in various aspects of this policy still need to be made.
By employing literature review and case-and-comparative analysis as research method, experiences and systems of training 2nd foreign language teacher in Germany and Taiwan had been put into comparison and discussion. Except the introduction and literature review, the dissertation contents the following sections:
First, the regulation (legal foundation) of training 2nd foreign language teacher; secondly, the collegiate education of 2nd foreign teacher; thirdly, the internship of 2nd foreign teacher; fourth, the qualification of 2nd foreign teacher.
Finally, based on the advantages of German system suggestions had been drawn in hope of improving the conduct of the policy and implementation of the system in Taiwan.
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Rader, Felicia Vanessa. "Implementation of a laptop initiative: preservice foreign language teachers and factors influencing their computer use." Thesis, 2005. http://hdl.handle.net/2152/2049.
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Xiao, Ling Keller John M. "How goal orientations, perceived competence, and strategy training affect college students' use of self-regulated learning strategies and achievement in learning foreign languagies." Diss., 2006. http://etd.lib.fsu.edu/theses/available/etd-03282006-171048.
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Thesis (Ph. D.)--Florida State University, 2006.<br>Advisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 12, 2006). Document formatted into pages; contains viii, 80 pages. Includes bibliographical references.
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"AN EVALUATION OF THE IN-SERVICE TEACHER TRAINING PROGRAM FOR THE NEWLY HIRED INSTRUCTORS IN THE SCHOOL OF FOREIGN LANGUAGES AT MIDDLE EAST TECHNICAL UNIVERSITY." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607055/index.pdf.
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Martinsen, Rob Alan. "Speaking of culture : the tango of cultural sensitivity and language learning in a study abroad context." 2007. http://hdl.handle.net/2152/6814.
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Increasingly, government and educational institutions are turning to study abroad programs as one of the primary means of providing students with important cross-cultural and linguistic skills. However, because of constraints on time and financial resources most students participate in short term programs lasting approximately two months.
Additionally, research regarding students’ linguistic and cultural growth in study abroad shows that some students gain far more from their participation than others. The purpose of this study was to examine the cultural and linguistic learning that takes place in short-term programs and discover some of the factors that predict students’ growth while abroad. This study examined the relationship between important factors such as students’ level of cultural sensitivity, students’ relationship with their host family, motivation to learn the language, the amount of time students’ spent interacting with native speakers, as well as students’ oral language skills during a seven-week study abroad program. Surveys were used to measure each of the variables except for students’ oral language skills. To measure changes in oral skills, the researcher created an innovative instrument in which native speakers rated clips of student speech in the target language from before and after their time abroad. As found in previous research, students varied greatly in the amount of progress made in oral language skills and cultural sensitivity while abroad. However, students generally demonstrated small, but significant improvements in their oral language skills, despite the brief nature of their program. Further, the instrument created to measure growth in oral language skills showed high reliability. Interestingly, students’ level of cultural sensitivity prior to going abroad predicted changes in oral language skills. These results provide support for students’ participation in short-term study abroad programs since students generally experience noticeable improvements in language skills. They also suggest that students who are more culturally sensitive may have an advantage in language learning during study abroad programs. These results could be helpful for administrators in determining who may benefit most from such programs and may suggest that helping students gain cultural sensitivity could also aid students’ language learning.<br>text
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Huang, Xiaowen. "A 'self-study' of a Chinese teacher-researcher's practice of transnational knowledge exchange : stimulating students' Mandarin learning in Australia." Thesis, 2009. http://handle.uws.edu.au:8081/1959.7/506691.
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Learning about the local educational context and then making decisions about teaching goals, methods and contents according to that context are the priorities for a foreign language teacher. This research thesis addresses the issues of a beginning teacher-researcher's reflective professional learning while engaged in "transnational knowledge exchange" to stimulate Mandarin teaching and learning in Australian public schools from Stage 1 to Stage 4 classes. In this self-study research, data was gathered from researchers' self-reflection journals. Three classes of primary school student, and a range of high school classes from different faculties, were involved in an 18-month Mandarin program of teaching and research. They contributed to this study through work samples produced during Mandarin lessons, in accordance with ethical procedures, ethics and parental approvals. Semi-structured interviews were conducted with three teacher participants: classroom teachers who supervised the Mandarin lessons. The findings suggest that foreign language lessons in Australia do not always serve communicative purposes, so that the prevailing approach of "communicative language teaching" is questioned. It is suggested that what students "do not know" is a missing link between this language teaching method and making significant connection to students. In this study, the teacher-researcher found through reflection that the priority for teaching these Australian students was to stimulate students' learning of Mandarin, and to eliminate their "ignorance" of modern China. This thesis argues that teaching Chinese knowledge and 21st century Chinese culture presents a possible way of eliminating students' ignorance and stimulating their motivation to learn Mandarin. For the language teacher, this requires knowledge of Australian educational culture, so as to manage Mandarin classes, while also engaging prior knowledge about Mandarin teaching and research.
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Ye, Li. "Constructing the identity of a Mandarin teacher in Australia : a narrative self-study." Thesis, 2010. http://handle.uws.edu.au:8081/1959.7/489027.
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This study explores the process of how my experiences as a Mandarin teacher helped construct my second language (L2) teacher identity and make sense of my life as a Volunteer Teacher Researcher (VTR) within an Australian context. The second language (L2) teacher identity learning process within my teaching experiences is the main focus, supported by living and learning experiences in Australia and China, language skill development, and cultural background. My self-perception, intrinsic feelings and emotions and introspections, as I taught and lived within an Australian context, led to the construction of my L2 teacher identity. This is qualitative research that uses self-study as its central methodology, conducted as a narrative inquiry. In order to capture a perspective of an individual‘s experiences, narrative methods are adopted as a major method to depict my story, to explore my thoughts in terms of teaching practices and give a detailed picture of learning to be an L2 teacher within an Australian context.
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Vaccarino, Franco Angelo. "An analytical perspective on language learning in adult basic education and training programmes." Thesis, 1999. http://hdl.handle.net/10500/16238.
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The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented.<br>Educational Studies<br>D. Ed. (Philosophy of Education)
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Данилов, Г. О. "Економічне обґрунтування проекту створення центру вивчення іноземних мов". Thesis, 2020. http://dspace.oneu.edu.ua/jspui/handle/123456789/11788.
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В умовах зближення ділових відносин між країнами, збільшення туристичного потоку і загальної глобалізації, вивчення іноземних мов стає необхідністю для все більшої кількості українців. Цілі різноманітні: хтось хотів би навчатися, щоб відповідати вимогам часу, хтось хоче вільно почувати себе в поїздках за кордон. Деякий процент людей вважає, що за допомогою знання іноземної мови забезпечили б собі кар'єрне зростання, люди розуміють, що такі знання необхідні для спілкування, а деякі хотіли б легко читати етикетки на товарах іноземного виробництва, інформацію на зарубіжних сайтах, розуміти інструкції і т.д. Виходячи з цих спостережень, можна зробити висновок, що послуги шкіл, навчальних всіх бажаючих іноземних мов, досить затребувані.<br>In the conditions of rapprochement of business relations between the countries, increase of a tourist stream and the general globalization, studying of foreign languages becomes necessity for more and more Ukrainians. The goals are varied: someone would like to study to meet the demands of the times, someone wants to feel free to travel abroad. Some percent of people believe that using foreign language skills would provide them with career growth, people understand that such knowledge is necessary for communication, and some would like to easily read labels on foreign products, information on foreign sites, understand instructions, etc. .e. Based on these observations, we can conclude that the services of schools teaching all foreign languages are in high demand.
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Lozano, Argüelles Cristina. "Formación y uso de la tecnología de los profesores de escuelas de inmersión en español." Thesis, 2014. http://hdl.handle.net/1805/6037.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>El propósito de esta investigación es ahondar en los usos tecnológicos de los profesores de español y en la formación que han recibido para integrar las TIC en sus clases. En concreto, nos interesa saber su actitud y nivel de seguridad ante la tecnología, de qué recursos disponen y cuáles utilizan en sus clases, cómo aprenden a utilizarlos (formal e informalmente), qué problemas perciben y cómo les gustaría mejorar la integración de la tecnología en sus clases. El estudio se centra en un grupo de escuelas de inmersión de español en los estados de Indiana, Kentucky y Ohio.
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Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”." Thesis, 2013. http://hdl.handle.net/1805/3200.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.