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Nagatomi, Ayumi. "Pedagogical implications of negative questions in Japanese." Connect to this title online, 1999. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=osu1116614736.
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Taft, William Orville. "Pedagogical implications of hermeneutical philosophy in education." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272272.
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Blackmore, Ashley. "REVITALIZING LINGUISTIC RELATIVITY: Pedagogical Implications in language teaching." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17882.
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The linguistic relativity hypothesis (LRH), otherwise known as the Sapir-Whorf Hypothesis (SWH), has been passionately debated over the last 60 years. It has undergone a renewed upsurge in scientific, anthropological and social interest. Several attempts have been made to prove or disprove the moderate version of the theory without producing conclusive results. This study analyses the history of the LRH and attempts to clarify its uses and limitations pertaining to ESL discourse in Swedish upper-secondary schools. Pedagogical implications of the study indicate that, if the LRH is correct, there could be a colossal, logistical impact on the national testing of semantic information in English studies which would have to be addressed in order to effectively and fairly assess every student based on their individual, cognitive skills and culturally influenced knowledge of language.
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Bedard, Gabriel. "Deconstructing whiteness, pedagogical implications for anti-racism education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ46174.pdf.
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.
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Thesis (Ph.D.) -- University of Western Sydney, 2005."A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
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Suzuki, Misako. "Refusing requests in Japanese: analysis and pedagogical implications." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1116602981.
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Ngubane, Nomalungelo I., B. X. S. Ntombela, and S. Govender. "The nature and pedagogical implications of English first additional Language writing among FET phase learners in the Pinetown district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1807.
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A thesis submitted in fulfilment of the requirements of the degree Doctor of Philosophy in the Department of Curriculum and Instructional Studies, Faculty of Education, 2018.Writing remains central to effective learning. It is through writing that learners are able to access knowledge, express their ideas and thoughts in different subjects across the curriculum. Through writing, learners are also expected to display the acquired knowledge in their assessments and examinations. Competency in writing is therefore crucial for learners, especially in the last three years of schooling, prior to them entering the demanding writing contexts of higher education. Despite this, writing continues to be a challenge for the majority of learners in South Africa, especially those learners writing in their second language in which they are not competent and confident. Thus, this calls for the special attention to how writing is taught and learnt, specifically at the FET levels. This study, therefore, investigated the nature and pedagogical implication of English First Additional Language Learners (EFAL) writing among Further Education and Training (FET) phase learners in the Pinetown District. Guided by the Socio-cultural Learning Theory, I observed the writing lessons, analysed the types of writing produced by learners and explored the quality of writing among FET learners to understand the extent to which the writing practices and pedagogy meet the expectations of the curriculum. Five FET schools in the Pinetown District were purposively selected to participate in this study. Underpinned by the qualitative framework, the study employed the interpretative paradigm to understand the human experiences of writing within the natural classroom contexts. To gain insights into the writing activities and classroom pedagogy, five writing lessons were observed and recorded using a video camera. To understand the types of writing and the quality of learners’ writing, learners’ written tasks were collected and analysed. Findings from the analysis of the sample of written tasks collected from the five schools indicated that learners produced different types of writing: narrative essays, formal letters, friendly letters, formal letters, obituaries, diary entries, directions, interviews, invitation cards and covering letters. The study also found that this is in line with the curriculum which suggests that learners should be exposed to different types of texts to develop their cognitive and creative writing skills. The study found ii that the learners’ writing contained recurring incorrect spelling, misuse of capitalisation, violation of punctuation rules and incorrect use of tenses. Even though the analysis of the learners’ written tasks revealed that such incorrect use of writing mechanics does not necessarily affect comprehension or meaning of the learners’ texts, they, however, affect the overall judgement of the learners’ writing. Data from classroom observations, lesson analyses and analysis of the curriculum show that, at most, the writing approaches used by the teachers were in line with the writing approach suggested by the curriculum. Findings from the analyses of the writing lessons indicate that teachers mostly used the question and answer method to teach writing in the five schools. This method entails the teachers controlling the interactions in the classrooms through nomination-response cycle. The findings from the analyses of lessons suggest that teachers creatively employed code-switching for pedagogical and pastoral purposes. The study found code-switching to enhance learners’ understanding and thus fulfils an academic purpose, especially in situations where switching to isiZulu explained concepts better. The study concludes that the effectiveness of any curriculum and pedagogy depends on the teachers’ knowledge and understanding of writing and approaches to writing. For the effective development of the learners’ writing, teachers must, firstly, understand their curriculum and implement it in their classrooms. Secondly, the researcher believes that successful teaching and learning of writing also depends on the effective instruction methods that embrace the socio-cultural learning perspectives. Lastly, the researcher found code-switching to be inevitable in second language writing classrooms where the teachers and learners are competent in more than one language. The study recommends collaborative writing activities in the learners’ Zone of Proximal Development (ZPD) and the recognition of learners’ home language for the learning of second language writing skills.
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Kanamaru, Tomoko. "The pedagogical implications of Yoshinao Nakada's Japanesse festival [electronic resource] : /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1163781496.
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Secova, Maria. "Discourse-pragmatic features of spoken French : analysis and pedagogical implications." Thesis, Queen Mary, University of London, 2011. http://qmro.qmul.ac.uk/xmlui/handle/123456789/681.
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My research focuses on selected discourse features of spoken French, especially those typical of present-day youth language. The dissertation has two main parts: 1) Analysis of features typical of spoken language, based on my corpus of recorded data from young people aged 20 to 30, speaking to each other in spontaneous informal conversations. The analysis focuses particularly on features with discourse-pragmatic functions, including discourse markers, general extenders, presentational constructions and dislocated structures. I also address the question of how some of these typically spoken features develop in French youth language and the extent to which they may be considered innovative. 2) Discussion of the role of spoken language in foreign language teaching and learning, based partly on the results of a questionnaire for university learners of French as a foreign language aimed at investigating their knowledge of spoken features. This section addresses the question of whether features of spoken language generally, and of youth language in particular, are available to foreign learners.
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Mawlood, Aween Muhammad Ameen. "Animal idioms in English and Kurdish : with some pedagogical implications." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42285.
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The primary and foremost objective of this particular study is to know the perspective of the comprehension and teaching of English idioms to Kurdish Learners. The study focuses on two major parts that make idioms difficult to Kurdish learners. Kurdish students encountered many difficulties while learning idioms and the teachers’ lacks of interest in this field have made it more difficult for the students to attain expertise in English idioms. One of the primary and significant problems that the students encountered comprehends the literal meaning. Therefore, teachers teaching English idioms are focusing more on using local language in their lectures to help the students understand the literal meanings of the idiom. In this study, the researcher has ensured to implement qualitative research method and analyse the perception of both, teachers and the students. The analysis of the students was based on pre and post-test, whereas, teachers were given an opportunity to respond to express their perception through open-ended questions. Furthermore, certain methods were used to know the depth of the research hence questionnaires were considered helpful and so interviewed. However, qualitative research method was used for this particular research as it serves the purpose of maximizing strength and reducing the weakness. Therefore, there was mix of questionnaire and interviews used in the study to combine data and as a result, qualitative research method brought objective, replicable, and generalized findings bringing out more numerical data or statistical information. The participants were ranged from 18-51 and older to carry out research. The survey consisted of thirteen questions divided into three different groups. The participants were asked to participate in this study so that data can be easily collected. In addition to this, interviews were also used to carry out research from almost seven universities.
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Kanamaru, Tomoko. "The Pedagogical Implications of Yoshinao Nakada’s Japanese Festival." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163781496.
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Pingel, Kathy. "The intermediate and advanced piano music of Dmitry Kabalevsky: pedagogical implications." University of Southern Queensland, Faculty of Arts, 1997. http://eprints.usq.edu.au/archive/00003837/.
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This study investigates the intermediate and advanced piano repertoire of 20th Century Russian composer, Dmitry Borisovich Kabalevsky, with the main focus being on the artistic and pedagogical relevance of these works.Background details of the composer's life, as they pertain to these works and to his style of composition, were gathered through a review of the literature found in books, doctoral theses, encyclopedias, journal articles and programme notes accompanying compact disc recordings and editions of his music.A selection of Kabalevsky's intermediate and advanced piano compositions was chosen for an in-depth analysis of their artistic, technical and pedagogical aspects. A broad examination of their structure is also made. The works selected for analysis include Concerto No. 2 in G minor Op. 23, Numbers 1,2,3,4,6 and 24 from Twenty-Four Preludes Op. 38 and Sonata No. 2 in E flat major Op. 45. In order to gauge both the level of awareness and usage of Kabalevsky's piano repertoire, two written surveys were formulated and issued to teachers and performers within Australia. The first of these (Survey A) was distributed to private studio teachers, most of whom were teaching at an elementary and intermediate level, whilst the second one (Survey B) was sent to teachers who were likely to have had experience in teaching and/or performing more advanced works. In order to determine the frequency with which Kabalevksy's piano works are set for examinations, a review of various syllabuses, including the Australian Music Examination Board (AMEB), Trinity College of London and Austrlaina and New Zealand Cultural Arts Limited (ANZCA), was undertaken. These findings, together with the results of the surveys (which include comments made by a number of teachers/performers within Australia about a selection of these pieces) and the researcher's in-depth analyses, were all considered in ascertaining the usage and level of awareness of Kabalevsky's intermediate and advanced piano repertoire within Australia and the artistic and pedagogical contribution of these works. The in-depth analyses of a selection of Kabalevsky's intermediate and advanced piano works revealed that Kabalevsky made a worthy contribution to the piano literature of this standard, and that these works are also of considerable pedagogical value. The feedback from the surveys revealed that whilst most of the respondents had a high repect and regard for Kabalevsky's elementary piano compositions, the usage and familiarity with his intermediate and advanced works was significantly less. Many of the factors suggested for the lack of awareness of this repertoire were extraneous to the merits of the pieces themselves and, hence, it is hoped that a greater awareness of its existence and an appreciation of the artistic and pedagogical contribution of this literature, will bring it to the attention of students, teachers and performers alike.
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Wood, Trevor Ronald. "Portfolio assessment in primary school mathematics : a study of pedagogical implications /." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16675.
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This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. Based on an interpretative methodology, this study of significant assessment restructure used mainly qualitative approaches to data collection and analysis, supplemented by limited quantitative data. Interviews, participant observer interactions, surveys and joint teacher discussion and planning sessions were effective in mapping the change. Through frequent interaction, participating teachers shared their emerging understandings, along with difficulties and successes in the evolution and implementation of an effective, flexible process portfolio. From the beginning of the evolution, teachers working together to bring about improvements that would lead to students perceiving mathematics as meaningful, engendered a strong feeling of excitement, curiosity and ‘team’. As the change progressed the team identified and met a range of challenges, not the least of which was gaining an understanding of the nature and function of a process portfolio strategy as against the product portfolio which was in use at that time in the study school. The resultant change was not implemented without barriers.Of prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.
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Feck, Candace. "Understandings about dance an analysis of student writings with pedagogical implications /." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039440221.
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Kim, Kyoung-Youl. "Transitivity in English and Korean : a contrastive analysis with pedagogical implications." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337184.
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Languages can differ with respect to the way in which transitive events are realized in transitive situations, resulting in different transitivity patterns. In particular, languages differ in the ways of linking the semantic notion `agent' with the grammatical notion `subject'. Based on a cognitive-functional approach, this study examines some differences between English and Korean with respect to the questions of how far and in what ways the linguistic realization of transitivity can be varied in terms of the semantic extension of transitivity from prototypes, variation in verb transitivity, and agency in transitive constructions. As for language-specific factors that characterize the difference in transitivity between English and Korean, it is proposed that English is more permissive than Korean in the way non-prototypical agents are realized as agentive subjects, resulting in a wider range of the semantic extension of agentivity from prototypical transitive constructions.Different linguistic preferences involving constructing some entities as a main causative factor (i.e., non-agentive subjects vs. agentive subjects) play a significant role in the conceptualization of transitive events, thereby leading to differences in the coding of causation in transitive clauses between the two languages. In English, the concept of agency can be more easily extended to include inanimate entities than it can be in Korean. Accordingly, English extends the notion of agent to a wider range of situations than Korean, hence allowing non-prototypical agents to be construed as agents. More specifically, the semantic features of prototypical agents in English (e.g., intention, result, responsibility, etc.) can be freely extended to inanimate causative situations in a greater degree than in Korean.A general typological difference between English and Korean in terms of competing notions of agentivity is that compared to Korean, English is freer in assigning a large number of different semantic roles to subjects without requiring concomitant morphosyntactic changes such as passivization (or intransitivization); English tends to overtly express agency, focusing on individual entities (both animate and inanimate) in transitive events, while Korean is reluctant to verbalize non-agentive elements, covering up their inanimacy by means of indirect expressions based on a result/effect clause and relying on different structural strategies (i.e., passive structures, lexical intransitive verbs, and inchoative forms).Finally, it is suggested that different linguistic manifestations in the notions of agency and causation between English and Korean lead to the varying degree of cognitive categories that structure the way in which the language speaker perceive and interpret transitive events, hence resulting in contrasting construals of agentivity (i.e., agent/cause/process-oriented expressions vs. result/effect-oriented expressions) in the expression of transitivity.Department of English
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Feck, M. Candace. "Understandings about dance : An analysis of student writings with pedagogical implications /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1039440221.
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Cai, Yunhong. "The Use of Cohesive Devices in the Compositions of Chinese College Students." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8237.
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Writing plays an important role in people's daily communication. But for Chinese university students, writing an English composition constitutes a tough task, in which the use of cohesive devices is one of the major problems. Though cohesion has a lot to do with the quality of a composition, the empirical study of their relationship from the perspective of quantitative research is rarely done.
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Abrahamson, Krista. "History, Implementation, and Pedagogical Implications of an Updated System of Functional Analysis." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20480.
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This dissertation follows the history of functional ideas and their pedagogy, illuminates with many examples the implementation of my updated system of Functional Analysis, and discusses the pedagogical implications that this updated system implies. The main goal is to update a system of labeling to be as pedagogically friendly as possible, in order to assist students and teachers of harmony to more easily and enjoyably learn, teach, and engage with common-practice tonal harmonic practice. Example syllabi, assignments, classroom demonstrations, and long projects are also included, and each aspect of the labeling is carefully discussed as it is presented.
By surveying the history of functional thinking in music theory, we find that desire to analyze for function is not a new idea, and has been a goal of many theorists and harmony teachers for centuries. However, the current methods for instructing in function still leave students confused or baffled, as they struggle to match functional concepts to labels that do not exemplify their analysis goals and methods that insist on starting from tiny detail instead of coming from a more complete musical perspective.
The elaboration of each detail of my Functional Analysis system shows how each part of Functional Analysis has been designed to help make harmonic analysis quicker, easier, more intuitive, and more personalized. The greater pedagogical implications on a
larger scale involving courses and curricula are also covered, informed by my experience both as a teacher of today’s standard system and from teaching Functional Analysis in the classroom.
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Kurtak-McDonald, Leilani Faye Louise. "World Englishes, English as a Lingua Franca, and the Pedagogical Implications for TESOL." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321787.
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Abbas, Ali Khudheyer. "A pragmatic analysis of English and Arabic adverbial positions and their pedagogical implications." Thesis, University of Leicester, 1991. http://hdl.handle.net/2381/35689.
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This study is concerned, as its title suggests, with the syntactic order of adverbials in Standard English and Modern Standard Arabic. It is motivated by the fact that the area of adverbials is an extremely intractable area of English and Arabic grammars. Hence, it is a good candidate for an investigation. It is hypothesized that the particular problems which adverbials pose lie in the relative distributional freedom they enjoy in both languages. Semantic generalization will be related to the syntactic order of adverbials where necessary. Chapter one gives a brief survey of related work on adverbials. The scope of the study will delimit the relevant sections to be dealt with by drawing up lines for the major or minor points. The introduction presents a section of the rationale of the study and defines the data sources that constitute the corpus of the work. Chapter two is devoted to the factors influencing adverbial placement in English. Chapter three presents different views held towards the adverbial category, focusing on the work of those who have dealt with this class extensively. It also presents the different classifications given by grammarians concerned with the problem of adverbials. The classification adopted in this study is presented here. Chapter four is devoted to English adverbial positions with emphasis on the normal positions that each exponent of the three classes occupies. Other possible positions are investigated as well. Adverbials are classified on the grounds of function and position. Positions elicited from grammar books will be attested by citation from the material found in the newspapers which make up, in part, the corpus of the study. Still, it is questionable whether one can draw a clear-cut demarcation between the semantic/ syntactic orientation of adverbials since the crucial relationship remains indivisible between these two levels. Thus, this chapter manifests some semantic aspects, particularly those which are germane to the distributional properties of adverbials. In essence, chapter four can be considered an outgrowth of the foregoing chapters as it approaches the core of the problem. Chapter five involves a questionnaire comprising different types of structures which assist in the identification of English adverbial positions. This chapter can be considered as an attestation to what has been explored in the previous chapters. Thus far the study can be deemed as a practically-oriented one. Chapter six is an attempt to set out accounts of adverbial positions in Arabic. The topic of 'Arabic adverbial positions' is a virgin subject and needs extensive research work. No real consensus among grammarians exists on such linguistic explorations. Therefore, no comprehensive and reliable studies are available in the published literature. So the main contribution of this study is the presentation of data which categorise Arabic adverbials as a separate word class. Approximately the same procedure of classification adopted in chapter four will be followed. Chapter seven contains a questionnaire which can serve as a productive basis for testing Arabic adverbial positions investigated in the previous chapter. Chapter eight intends to give a contrastive study of the adverbial positions in the two languages under study on the basis of the data so far accumulated in this study. The three sources of data can be compared to show whether there is any affinity and/or disparity among adverbial positions. With this variety of data, we are in a position to distinguish the positions which adverbials are liable to occupy. Finally, the study ends with a pedagogy, which constitutes chapter nine, suggesting techniques for teaching such positions, after they have been refined and made easier to detect, to learners of both languages. It is hoped that the findings of the study will be utilised by language teachers and by textbook writers for materials preparation in this specific area of syntax.
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Sutherland, Julia C. "Developing exploratory talk and thinking in secondary English lessons : theoretical and pedagogical implications." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6288/.
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This is a year-long, action-research project investigating how to develop pupils' exploratory talk and higher-cognitive thinking in secondary English classes. Four teachers, their Year 8 classes (110 pupils) in Sussex and an ITE educator collaborated to investigate whether the quality of pupils' exploratory talk could be improved by a structured, pedagogical approach, and to explore contextual factors and other conditions for its development. The approach included making the skills of this formal, oral discourse explicit to pupils, using pupils' ground-rules, teacher modelling and structured tasks; regular practice and critical reflection on talk. It also involved cross-school collaboration, for example, classes evaluated each other‟s developing talk on video; and teachers met throughout the project to reflect on individual and collective issues and to review data and emerging findings. The data include qualitative analysis of pupil discourse taken from throughout the project, supported by associated observations and interviews with teachers and pupils. The study concludes that a rich, apprenticeship model inducting students in how to use exploratory, dialogic talk, including student critical reflection on this, contributes to the development both of this discourse and its associated higher-cognitive processes, especially in relation to the reading of texts. However, these appear to be necessary, but insufficient conditions for such development. The transformation in students‟ discourse depends on a more significant transformation in their identities, which is contingent on a similar shift in the range of teacher identities being performed. Practising exploratory talk gives students experience of a wider range of identities, especially for those who are unconfident, low-achieving and/or from low socioeconomic backgrounds, in particular boys, but also girls, enabling them to gain a 'voice' in school precluded by the discourses and identities generally adopted. This, thus, enables students to develop ways of talking and thinking essential for achievement across the curriculum, moving from silence at the margins to speech at the centre. Teachers need to appreciate the extent to which discourse exceeds language structures, encoding ways of behaving, valuing and 'being' and therefore being related to both the relationships and teacher/pupil identities generated in the classroom. Furthermore, the study concludes that there is a highly significant relationship between pupils practising dialogic, exploratory talk in groups and developing sophisticated reading comprehension skills: critical literacy, a key aim for all English teachers. The study defines a particular type of exploratory discourse that emerges in English lessons, when pupils are reading and collaborating in groups: 'tentative talk about text'. This is characterised by its speculative, tentative and analytical nature; its openness to plural interpretations of texts and its coconstruction of meanings.
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Mbeje, Audrey N. "The function of demonstratives in Zulu and English : a contrastive study with pedagogical implications." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247891.
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SILVA, SOLIMAR PATRIOTA. "DISCOURSE GENRES IN ENGLISH AS A FOREIGN LANGUAGE COURSE BOOKS: REPRESENTATIONS AND PEDAGOGICAL IMPLICATIONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9113@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO objetivo deste estudo é identificar gêneros discursivos (Johns 1997, 2002) em livros didáticos de ensino de inglês destinados a alunos iniciantes, e analisar as suas representações nestes materiais. A partir do pressuposto teórico de que toda comunicação só se faz possível através de algum gênero discursivo (Bakhtin, [1979] 2000; Kress, 1993; Meurer, 2000), nesta dissertação consideramos que o ensino de uma língua estrangeira deve também se basear no desenvolvimento da competência no uso de gêneros (Parâmetros Curriculares Nacionais, 1996). Com foco nestas questões, este trabalho analisa três livros didáticos de inglês de nível iniciante, os quais foram selecionados de acordo com parâmetros relativos à variedade de inglês representada, ao público alvo, ao uso em instituições do Rio de Janeiro, às editoras e datas de publicação. A identificação e análise da freqüência dos gêneros do discurso escrito foram feitas a partir de atividades de leitura e escrita, por estas configuraremse como locais prováveis para sua apresentação nos livros didáticos para ensino de línguas. Os resultados da pesquisa indicam que há poucos gêneros da escrita representados nos livros didáticos de inglês para iniciantes, havendo predominância de tipos textuais (Marcuschi, 2002); além disso, quando estão representados, seu formato ou convenções lingüísticas são, muitas vezes, diferentes do seu uso. Quanto à inclusão dos gêneros em atividades de escrita e leitura, a análise mostrou que eles são mais freqüentes nas últimas, e que nas atividades de escrita têm como função o reforço de pontos gramaticais. Os textos propostos nestas atividades são geralmente compatíveis com o modelo de processamento de escrita baseado apenas na reprodução do conhecimento (knowledge telling), caracterizando-se como textos curtos e simples, sem exigir a transformação do conhecimento (knowledge transforming) (Bereiter & Scardamalia, 1987). Estes resultados indicam que conhecimentos prévios, ligados ao uso de gêneros discursivos em língua materna, são pouco considerados no ensino da língua estrangeira e que o ensino de inglês para iniciantes ainda não tem como foco principal os gêneros discursivos. As implicações pedagógicas desta pesquisa remetem à necessidade de se refletir sobre o papel do livro didático, uma vez que ele é o canal que possibilita que múltiplos gêneros sejam levados à sala de aula. Discute-se também a necessidade de uma atitude críticoreflexiva do professor face ao uso deste livro didático de inglês no ensino de gêneros.
The purpose of this study is to identify discourse genres (Johns, 1997; 2002) in English course books for elementary students and to analyze their representation in these materials. Based on the assumption that communication is only possible through discourse genres (Bakhtin, 2000; Kress, 1993; Meurer, 2000), in this dissertation we consider that foreign language teaching should also take the development of genre competence as an essential point (National Curriculum Parameters - PCN, 1996). In order to investigate these issues, this research analyzes three English course books for elementary students which were selected according to variety of English, target audience, adoption in Rio de Janeiro language schools, publishers and date of publication. Written discourse genre identification and frequency analysis were performed in reading and writing activities which were considered as probable sites for genre presentation in English teaching course books. Results of this research indicate that there are few written genres represented in the analyzed elementary books, with a higher frequency of text types (Marcuschi, 2002). In these representations, however, genre format and linguistic conventions are many times not in accordance with actual genre use. Concerning the presentation of genres in reading and writing activities, the analysis has shown that they are more frequent in the former, and used as grammar reinforcement in the latter. In addition, texts observed in these activities were characterized as compatible with the knowledge telling model of the writing process (Bereiter & Scardamalia, 1987), being short and simple, not requiring any knowledge transforming. These results point towards the conclusion that students´ previous knowledge of genre use in their native language is scarcely taken into consideration in the teaching of a foreign language and that the teaching of English for beginners is not yet focusing on discourse genres. Pedagogical implications of this research indicate the need to reflect upon the role of the course book in teaching, once it is the channel that enables multiple genres to be taken into classrooms. The need for teachers´ critical and reflective attitude towards the use of English course books in the teaching of genres is also discussed.
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Chan, Mable. "Acquisition of be by Cantonese ESL learners in Hong Kong and its pedagogical implications." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485339.
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The present study of the acquisition of be by Cantonese ESL learners in Hong Kong investigates the relationship between knowledge, input and perfonnance. Be is an . .exponent of two fundamental properties of sentence structure in English: tense and. subject verb agreement. Neither of these properties is realised overtly in Cantonese and therefore Cantonese ESL learners have to establish these properties from scratch. Past research has reported different kinds of p~oblems in the acquisition of English be by learners of different L1 backgrounds, including omission, overgeneralization and substitution of be for have, but few attempts have been made to provide a comprehensive account of these interlanguage features and how the topic can facilitate our understanding of the key issues in SLA. This study aims to fill this gap by examining the data obtained from an English test which consisted of three parts: a grammaticality judgment task, a production task and an acceptability judgment task completed by 243 Cantonese ESL learners in Hong Kong (of primary two and five, secondary one, four and six, and undergraduates of year 1 and 2) and a control group of 12 native English speakers. The results shed light both on a number of theoretical and pedagogical issues: the role of the L1 in the constructions involving be, whether any properties associated with be remain persistently problematic for Cantonese speakers; what the developmental stages are in the acquisition of be; what the relationship between morphology and syntax is (i.e. between knowledge and perfonnance), and finally suggesting how teachers can make use of the findings in selecting appropriate teaching approaches, equipping themselves, and being aware of what is 'teachable'.
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Akindjo, Oniankpo. "Teaching English in senior high schools in Togo : a textbook analysis and pedagogical implications /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196781733761.
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Gingerich, Carol Joy. "The French piano style of Fauré and Debussy : cultural aesthetics, performance style characteristics, and pedagogical implications /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974679.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Typescript; issued also on microfilm. Sponsor: Hal Abeles. Dissertation Committee: Robert Pace. Includes bibliographical references (leaves 256-262).
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Milne, Catherine E. "The pedagogical implications of teacher personal philosophies of science in the school science classroom : an interpretive study." Curtin University of Technology, Science and Mathematics Education Centre, 1993. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10950.
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This thesis addresses the problematic relationship between teacher personal philosophies of science and teacher pedagogy. The research literature on philosophy of science and its impact on science education identifies the persistence and pervasiveness of traditional philosophies of science, such as inductive-empiricism and positivism, that misrepresent the practice of science. Although researchers have expressed concern about the influence of teacher beliefs in inductive-empiricism and positivism on teacher practice in the science classroom, the results of research in this field are inconclusive.This thesis reports an interpretive research study of three high school science teachers. An interpretive framework was developed in order to assist in the identification of teachers personal philosophies of science. The framework comprises philosophical theories of ontology, epistemology, and theory building, and the key assumptions of major philosophers of science.Interpretive analyses were conducted on classroom discourse in order to examine the influence of the three teachers personal philosophies of science on their teaching practice. Data were collected by means of participant-observation, audio-tape recordings, and teacher and student interviews. The validity of the research was optimised by using triangulation methods.The results of the thesis in the form of general assertions, indicate that experienced teachers personal philosophies of science comprise well-established and strongly integrated networks of ontological, epistemological, and theory building beliefs based on the traditional philosophies of science of inductive-empiricism and positivism. The results indicate also that a strong relationship exists between teachers traditional personal philosophies of science and teacher-centred classroom roles and teaching practices, and that this relationship is reinforced ++by institutional factors such as curriculum policy and teaching resources, and laboratory design and classroom organisation.These results have important implications for the implementation of constructivist-oriented curriculum reforms in school science.
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Bevilaqua, Aluisio Pampolha. "The Crisis in Marx's Capital and its Implications for Education in Paradigms: Rethinking the Contribution Pedagogical Century." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5831.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorA presente dissertaÃÃo sob tÃtulo A Crise do Capital em Marx e suas ImplicaÃÃes nos Paradigmas da EducaÃÃo: ContribuiÃÃo ao Repensar PedagÃgico no SÃculo XXI, tem por objetivo sustentar a hipÃtese teÃrica de que as crises do capital estabelecem relaÃÃes causais de interdeterminaÃÃes com os paradigmas da ciÃncia e da pedagogia da educaÃÃo, mediante as conexÃes imanentes e transcendentes destas categorias ao conceito de capital a que sÃo subsumidas. O trabalho investigativo sustenta que a crise transita da esfera da produÃÃo à esfera da ciÃncia pela categoria paradigma; e da ciÃncia para educaÃÃo por esta mesma categoria. A reversÃo do processo se dà atravÃs da pedagogia, da educaÃÃo para ciÃncia e produÃÃo. Conclui sustentando que o quadro de relaÃÃes diante da crise atual se diferencia da lÃgica derivada das crises anteriores, dada a singularidade da crise atual, como crise orgÃnica da estrutura de valor, em que se assenta a relaÃÃo capital e a sociedade em geral, portanto, exigindo uma revoluÃÃo cientÃfica para a mudanÃa de paradigmas, cujos limites se apresentam na crise do capital nos paÃses do capitalismo avanÃado: EUA, UniÃo Europeia e JapÃo. A educaÃÃo brasileira deve decidir: ou muda seus paradigmas ou caminha para a mesma situaÃÃo de crise do capital dos paÃses avanÃados.
This dissertation under the title The Crisis in Marx's Capital and its Implications for Education in Paradigms: Rethinking the Contribution Pedagogical Century, aims to support the theoretical hypothesis that the crises of capital, to establish causal relationships interdeterminations with the paradigms of science and pedagogy of education, through the connections of these categories immanent and transcendent to the concept of capital that are subsumed. The investigative work argues that the crisis moves from the sphere of production to the sphere of science paradigm and the category of science to education in this same category. The process is the revertion through education, Education for science and production. Concludes with arguing that the framework for relations and interdeterminations before the current crisis is different from the logic derived from past crises, given the uniqueness of the current crisis, as the organic crisis of value structure in which sits the the relationship between capital and society in general, so , calling for a scientific revolution paradigm shift, which limits the present crisis of capital in advanced capitalist countries: USA, EU and Japan. Brazilian education must decide: either to change their paradigms or walks into the same crisis of capital in advanced countries.
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Harumi, Seiko. "The use of silence by Japanese learners of English in cross-cultural communication and its pedagogical implications." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006613/.
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This thesis examinest he use of silence by Japanese learners of English in cross-cultural communication. It also considers how cross-cultural misunderstandings can be avoided in a pedagogic context. To this end, an analysis is made of a contrastive study of the use of silence by Japanese students learning English, and by Western students learning Japanese. The study draws on insights from the ethnographic approach. The study consists of three parts. The first part, Chapters 1-4, investigates the theoretical background to the study. Chapter 1 examines various definitions of the word 'culture' and investigates the role of Pragmatics in cross-cultural communication. Chapter 2 surveys studies of silence in various socio-cultural contexts. Chapter 3 more specifically explores the use of silence in the Japanese context and its relation to Japanese cultural values and sociocultural norms. Then, Chapter 4 shifts attention to examine differences of communicative styles between Japanese and Westerners, and several important features in interaction. In part two, Chapters 5-8, the ethnographic approach takes the lead in the interpretation of the interview and observational material. Chapter 5 offers an overview of the study and carefully considers the principles of ethnography guiding this investigation. Chapter 6 considers the research design in relation to the context and purposes of the investigation. The data is analysed in Chapters 7 and 8 interpreting the use of silence from a socio-cultural perspective. Chapter 7 discusses the results of the questionnaires. Chapter 8 concentrates on the analysis of the video-recorded data. The last Chapter, Chapter 9, concludes with suggestions of possible pedagogic approaches tackling cross-cultural misunderstanding in foreign language learning.
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Benham, Biook. "A stylistic study of cohesive features in English prose fiction with some pedagogical implications for non-native contexts." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/6049/.
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Mbali, Charlotte. "Cohesive devices in the writing of near-tertiary students : a study of acquisitional influences and their pedagogical implications." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020199/.
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The main hypotheis of this thesis is that the use of cohesive devices in the writing of near-tertiary students (both Ll and E.S.O.L.) reveals different patterns of acquisition. Three possible acquisitional influences are investigated: familiarity with different registers (narrative, descriptive and expository); maturation (age differences) and cross-linguistic factors (for the E.S.O.L. students). The E.S.O.L. data is drawn from the examination writing of school leavers in Botswana, as well as from overseas students in pre-sessional English courses at London and Leicester University. The Ll data is from school students in Leics. preparing for G.C.S.E. The main data is drawn from free writing in essays and from elicitation by gapfill. The quantitative findings reveal that the register and maturation variables show up different repertoires of cohesion, and that Ll and E.S.O.L. students develop cohesion differently. The E.S.O.L. data is also examined qualitatively with quotations from scripts. This is data-driven research, of pragmatic validity. The empirical sections discuss many small findings about cohesive patterns which may be of use to teachers working with similar students. Overall the sequence of acquisition seems to be from common core connectives towards more advanced cohesion containing topic-organising connectives and attitudinals. The evidence of core connectives can be interpreted in the light of Accessibility theory, in that they may represent universals of cognitive maturation. The evidence about attitudinals can be interpreted in the light of modern theories about negotiated meaning and "discourse communities". The pedagogical implications of these findings are discussed• alongside textbook examples of how cohesion is currently taught with such students. It is asserted that progress towards an enlarged repertoire of cohesive devices must go beyond immediate co-text and syntactic constraints towards a more holistic view of the text, taking into account the wider socio-semiotic context of the writer's and readers' presuppositions.
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Ageli, Nuri R. "Tense and aspect in the English of Libyan Arabic-speaking students : a contrastive/error analysis study with pedagogical implications." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249374.
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Mayer, Kaylea. "The facilitative effects of the acquisition of one linguistic structure on a second pedagogical implications of the competition model /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436714825/viewonline.
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Koulaidis, Vasilios. "Philosophy of science in relation to curricular and pedagogical issues : a study of science teachers' opinions and their implications." Thesis, University of London, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629415.
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This study sought to capture how science teachers view scientific knowledge from a philosophical-epistemological perspective. The philosophical themes investigated were scientific method, criteria of demarcation, patterns of scientific change and problems related with the construction of reality. Furthermore, an attempt was made to investigate the relation teachers' views on these matters both to certain curricular issues (the question of integration and the meaning of the terms "content" and "process") and to some pedagogical issues (assumptions about learning, instruction and aspects of classroom activities).
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Voegele, Janelle De Carrico. "Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/760.
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The use of hybrid learning (a blend of face-to-face and distance learning) is rapidly increasing in higher education. However, educational leaders have raised concerns about the proliferation of hybrid programming as an efficiency measure without appropriate attention to learning. This study examined the relationship between social, teaching and cognitive presence, pedagogical design, and students' perspectives on hybrid learning effectiveness. Data from thirty-nine undergraduate courses representing 1,886 students were analyzed to identify indicators of best hybrid practice. Aspects of social and teaching presence significantly influenced students' perceptions of learning, including facilitation of student interactions, assignment feedback and guidance, effective use of class time, and organizational integration of course concepts. Recommendations for hybrid institutional initiatives and programming include attention to framing "presence" in hybrid settings, using integrated inquiry to encourage integrated course design, and encouraging communities of inquiry to promote cross-institutional investigation of hybrid effectiveness.
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Senbom, Maria, and Ann-Sofi Persson. "Sambandet mellan hjärnans funktioner och inlärning hos elever med ADHD och AST : Ett försök att generera teori ur en litteraturstudie." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22045.
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Syftet med föreliggande examensarbetet är att genom en litteraturstudie försöka generera teori för hur den specialpedagogiska verksamheten kan dra nytta av forskningsresultaten gällande hur hjärnans funktioner fungerar i samband med inlärning vid ADHD (attention deficit hyperactivity disorder) och/eller autismspektrumtillstånd (AST). Metoden som valts för denna studie är en kvalitativ litteraturstudie, där resultatet analyserats efter Grounded Theory. Vi har tagit del av relevant forskning och litteratur gällande hjärnans funktioner och det pedagogiska fältet för individer med ADHD samt AST i åldern 6–16 år. Resultatet gällande hjärnans funktioner visar att grunden till ADHD samt AST är biologisk betingad. Resultatet gällande de pedagogiska implikationerna visar på flera möjliga sätt att anpassa undervisningen och inlärningen för att stödja och hjälpa dessa elever. Litteraturen beskriver bitvis hur de ser länkar mellan hjärnans funktioner och de svårigheter som elever med ADHD och AST kan ställas inför i skolmiljön. I litteraturen kring vilka implikationer som föreslås för elever med ADHD och AST framkommer många likheter och att de gynnas av liknande insatser, men på olika vis. De slutsatser vi drar av resultatet är att individer med ADHD och AST har avvikelser i hjärnans funktioner samt dess nervsystem vilket beror på biologiska orsaker. Slutsatserna av de pedagogiska implikationerna gör sig gällande för övergripande områdena inom miljö, visuella hjälpmedel, struktur, bemötande samt uppgifters upplägg. Vi ser genom analysen även ett samband mellan de annorlunda funktionerna i hjärnan hos elever med ADHD och AST och vilka metoder som föreslås vara mest gynnsamma för kunskapsinhämtning.The purpose of this literature study is an attempt to generate theory for how the special education can benefit from the research results regarding how the brain's functions work in connection with learning in ADHD (attention deficit hyperactivity disorder) and/or autism spectrum disorder (AST). The method chosen for this study is a qualitative literature study, where the results have been analyzed according to Grounded Theory. We have taken part of relevant research and literature regarding brain functions and the educational field for individuals with ADHD and ASD aged 6-16 years. The result regarding brain functions shows that the basis for ADHD and ASD is biologically determined, but the diagnoses should still not be defined as a disease but as a functional variation. The result regarding the pedagogical implications shows in several possible ways how to adapt the teaching and learning to support and help these students. The literature describes in part how they detect links between brain functions and the difficulties that students with ADHD and ASD may face in the school environment. Many similarities emerge in the literature regarding the implications proposed for students with ADHD and ASD and they benefit from similar efforts, but in different ways. The conclusions of the results regarding brain function of individuals with ADHD and ASD reveal that they have abnormalities in the brain's functions and its nervous system and are due to biological causes. The conclusions of the pedagogical implications apply to the overall areas within the environment, visual aids, structure, teacher’s response, and tasks. Through the analysis, we also see a connection between the different functions in the brain of students with ADHD and ASD and which methods are proposed to be most favorable for acquiring knowledge.
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Nagao, Jun. "Some difficulties in responding to negative polar interrogatives and negative declaratives in English and pedagogical implications for Japanese EFL learners." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317747.
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Traditional Japanese learners of English as a Foreign Language (EFL) are taught to respond to negative questions (e.g. Do you not like English?) with yes for positive answers (e.g. Yes, I do) and no for negative answers (e.g. No, I don't). However, this is subject to variation in native speaker usage. This study aimed to determine the conditions under which native English speakers actually respond to negative questions with yes vs. no, and to compare the usage with that of Japanese EFL learners. To this end, 22 native English speakers and 22 Japanese students were individually shown 21 TV and movie video clips containing negative questions of varied form and discourse function. After each clip, the subjects were asked to imagine whether the addressee in the video would respond with yes or no, and to fill in the blank accordingly on an answer sheet. Contrary to the traditional EFL rule, variation was found when negative questions conveyed a negative assumption, and when the pragmatic functions were 1) testing a new negative assumption or 2) seeking agreement on a negative assumption. The results also indicate that no to disagree with a negative assumption was much more common than yes to agree with a negative assumption. The Japanese group's answers followed the EFL rule significantly more often than the American group's on the same video task. This indicates that knowing the EEL rule influenced the Japanese group's performance and contributed to the gap between the two groups. Except for one instance of possible negative influence from the cross-cultural differences in politeness norms, the Japanese group showed variation from the EFL rule only where the American group did. Finally, high-advanced subjects and/or those residing in the U.S. over four years, sometimes departed from the traditional EFL rule in favor of more natural English usage. I conclude that this cannot be attributed to native language influence.Department of English
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Elander, Mia. "The Representation of Space in The House on Mango Street : A literary analysis with pedagogical implications for upper secondary students." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41073.
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This essay explores the power dynamics embedded in the construction and perception of spatial environments in the novel The House on Mango Street by Sandra Cisneros. With the help of Henri Lefebvre’s theory of space as a socially constructed phenomenon and practice, this essay argues that the characters’ experience and perception of spaces in the novel including the house and the street are entangled with the dominating forces related to gender, identity and patriarchy in the surrounding society. The essay also argues that the novel apart from revealing these power dynamics, also, through its protagonist Esperanza suggests a new kind of space, an alternative and more just space for the individual and the community. Additionally, this essay also discusses and elaborates on the pedagogical implications of using the novel with a focus on space for upper secondary students. An investigation of how individual and social spaces functions in different ways in the novel provides valuable opportunities for teachers and students to reflect and discuss power relations, social injustices and inequities in their community, and allow them, as the protagonist Esperanza, to imagine alternative and more just spaces.
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Otsuki, Kyoko. "Cross-linguistic study of elliptical utterances in task-oriented dialogues with classroom implications." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5821.
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Ellipsis is a phenomenon whereby constituents which are normally obligatory in the grammar are omitted in actual discourse. It is found in all types of discourse, from everyday conversation to poetry. The omitted constituents can range from one word to an entire clause, and recovery of the ellipted item depends sometimes on the linguistic and sometimes on the non-linguistic context. From a practical point of view, the contribution of ellipsis in the context is twofold. First, it is one of several important means of achieving cohesion in a text. Secondly, ellipsis contributes to communicative appropriateness determined by the type of linguistic activity (e.g., narrative, casual conversation), the mode of communication (e.g., written / spoken) and the relationship between participants. The aim of this research is to provide a description of the functions of elliptical utterances – textual and interpersonal – in English and Japanese, based on a cross-linguistic analysis of dialogues in the English and Japanese map task corpora. In order to analyse ellipsis in relation to its two key functions, elliptical clauses in the map task dialogues were examined. I discuss how ellipsis is used to realise cohesion in the map task dialogues. The findings challenge the well-known claim that topics are established by full noun phrases, which are subsequently realised by pronouns (English) and null pronouns (Japanese). Rather, the results suggest that full noun phrases are used for topic continuity in both languages. Constituents which are ellipted in an utterance are identified and related to the moves types which the utterance realises within the exchange structure. The ellipted elements will be categorised according to the constituent types (Subject, Finite, Predicator, Complement and Adjunct), using the systemic functional approach. This analysis reveals that whereas in the English dialogues the most common types of ellipsis are that of Subject and Finite elements, in the Japanese dialogues the most common type is that of Subject. Types of ellipsis are also correlated with speech acts in the dialogues. The relation between types of ellipsis and particular speech acts associated with them is strikingly similar in the English and Japanese dialogues, despite the notable difference in grammar and pragmatics between the two languages. This analysis also shows how these types of ellipsis are associated with interpersonal effects in particular speech acts: ellipsis of Subject and Finite can contribute to a sharp contrast in the question and answer sequence, while Subject ellipsis in Japanese can contribute to modifying the command-like force in giving instructions. These effects can be summed up as epistemic and deontic modality respectively. Ultimately, it is argued that some types of ellipsis can serve as modality expressions. Additionally, in comparison to the way of realising the speech act of giving instructions in the English dialogues, it emerges that the Japanese speakers exploit ellipsis, which seems to be associated with lowering the degree of the speaker’s commitment to the proposition. As implications for pedagogical settings, I present pedagogical descriptions of ellipsis for Japanese learners of English and English learners of Japanese. Since the description is for specific learners, the approach which takes the difference in grammar and pragmatics between the two languages is made possible. Although descriptions state some detailed facts of ellipsis in English and Japanese, primarily highlighted is the importance of raising awareness of elliptical forms for particular functions in particular contexts. As ellipsis is a product of forms, functions and contexts, it is a most remarkable feature of spoken language. Spoken language is claimed by some researchers to show similar linguistic features among languages because of the restrictions inherent in the medium on communication. In the form of pedagogical description, I show the similarities and differences in ellipsis which derive from the grammar and pragmatics of each language, which are observed in the preceding linguistic research. Through the presentation of the findings which are modified for learners, learners will know how languages show convergence and divergence cross-linguistically.
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FREIRE, MARCIA MARQUES. "STUDENTS VIEWS OF THE VALIDITY OF FOREIGN LANGUAGE TEACHING IN PUBLIC SCHOOLS: PEDAGOGIC APLICATIONS AND IMPLICATIONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3766@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROVários trabalhos vêm apresentando soluções para tornar o ensino de língua estrangeira mais eficiente. Entretanto, deixam de investigar o entendimento dos aprendizes sobre a validade deste aprendizado na escola pública e sobre a adequabilidade das soluções que vêm sendo propostas. Ao contrário de trabalhos anteriores, este estudo busca verificar a percepção dos aprendizes sobre o ensino de línguas estrangeiras na escola pública, contrastar a prática pedagógica à realidade psicológica dos aprendizes e sugerir um material instrucional capaz de motivar a participação dos alunos e constituir-se instrumento de reflexão para professores de língua estrangeira. Combinando a moldura de uma pesquisa-ação, princípios interpretativistas e estatística descritiva, o estudo analisa questionários com perguntas fechadas e abertas, narrativas de quinze casos geradas em entrevistas e a reação dos alunos da sexta série de uma escola pública do Município do Rio de Janeiro ao material instrucional desenvolvido com base nos resultados dos questionários e entrevistas. Os resultados indicam que os aprendizes não vêm nenhuma justificativa para aprenderem uma língua estrangeira na escola pública e que vêm a experiência como um desfiar de textos e exercícios sem sentindo. No entanto, o desenvolvimento de materiais em linha com a realidade social e psicológica dos sujeitos geraram maior participação na sala de aula e possibilitaram a construção de competências que vão além da sala de aula de língua inglesa. Estes resultados sugerem que o processo de letramento talvez seja a resposta para questionamentos acerca da validade do ensino de língua inglesa neste contexto de pesquisa.
Several studies have offered solutions to improve foreign language teaching in public schools; however, they do not investigate students understanding of its validity or of the adequacy of existing proposals. This study undertakes this endeavor. It investigates students views of the role of FL teaching in public schools, contrasts pedagogical practices to students psychological reality, suggests materials that are in line with such a reality, and gathers students reactions to these materials. Conjugating the framework of action-research, qualitative principles, and descriptive statistics, this study analyzes questionnaires with open and closed questions, interviews with fifteen subjects and the reaction of students enrolled in the sixth grade of a public school in the suburbs of Rio de Janeiro. Results indicate that the subjects do not see any reasonable explanation to learn a foreign language in public schools and that they see the experience as a sequence of non-sense exercises. However, their reaction to materials designed in line with their socio-cultural reality increased participation and allowed the development of competencies that go beyond the teaching of the English language itself. In fact, literacy development emerges as the answer to the validity of EFL teaching in this context.
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Smit, Frank. "To M̶o̶u̶r̶n̶ Try To Live : Personal trauma in 'Extremely Loud and Incredibly Close', and its pedagogical implications in the Swedish EFL classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85186.
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This essay examines Jonathan Safran Foer’s Extremely Loud and Incredibly Close through an application of a theoretical framework of trauma studies, aiming to showcase the elements of personal trauma displayed in the novel. Moreover, it wishes to discern the mental and physical sufferings and working through of the trauma through a thematic analysis aimed at the concepts of loss, vicarious trauma and isolation. The study’s results indicate that trauma is inexplicably linked to the individual, demonstrating that prior trauma has a substantial impact on how one deals with more recent trauma. They also suggest that it is impossible to distinguish between first-hand trauma and second-hand trauma, instead focusing on the term vicarious trauma to describe the elements of personal trauma in a better way. Although Extremely Loud and Incredibly Close is a work of fiction, this essay argues that it is valid in its portraying of trauma as it showcases the complex nature of trauma and its different aspects. In terms of the pedagogical implications of trauma, the essay suggests ways in which one can utilize and address fictional works in the Swedish EFL classroom supported by suggestions articulated by the Swedish National Agency for Education. It is done by raising students’ awareness for the elements of personal trauma, while at the same time improving their all-round communicative skills enabling them to discuss these issues at length.
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Redmond, Adrianne. "Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/135.
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The purpose of this mixed methods study was to explore middle school teachers’ pedagogy and their transformations as they implement one-to-one laptop instructional technology in their classroom environments. Statistical correlation and narratives provided a greater understanding of the research problem. A mixed methods approach was the most appropriate research design for this study due to the nature of information being collected. Data collection draws from several sources, such as questionnaires, interviews, or analysis of documents. In this study, the researcher used the questionnaire responses from 48 teachers and transcripts of semi structured focus group interviews of four teachers to create a framework of how middle school teachers perceive their self-efficacy in using one-to-one laptop instructional technology, their preparedness within Professional Learning Communities (PLCs) to implement instructional technology, and how their pedagogical practices may have changed.
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White, Dan, and res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.
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Over the past three decades, the development of religious education in Australia has been largely shaped by catechetical and curriculum approaches to teaching and learning. To date, little emphasis has been placed on the pedagogical dimension of religious education. The purpose of this research project is to explore the manner in which ‘brain-based’ learning theory contributes to pedagogical development in primary religious education. The project utilises an action research methodology combining concept mapping, the application of ‘brain-based’ teaching strategies and focus group dialogue with diocesan Religious Education Coordinators (RECs). The insights derived contribute to the formulation and validation of an appropriate pedagogical model for primary religious education, entitled the ‘DEEP Framework’. The model reflects an integration of insights from brain-based theory with nuances from the contemporary Australian religious education literature. The project identifies four key, interactive principles that are crucial to pedagogical development in religious education, namely: Discernment, Enrichment, Engagement and Participation. It also recognises a fifth principle, ‘an orientation towards wholeness’, as significant in combining the various pedagogical principles into a coherent whole. The DEEP framework enables teachers to more successfully select and evaluate appropriate, interconnecting teaching strategies within the religious education classroom. The framework underpins the pedagogical rationale of the recently developed Archdiocese of Hobart religious education program and forms the basis for the implementation of a coherent professional development program across the Archdiocese.
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Kawano, Yumiko. "Japanese Indigenous Knowledges and Impacts of Vibrating Energy: Pedagogical Implication in Education." Thesis, 2010. http://hdl.handle.net/1807/25656.
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The purpose of this study is to engage in a discussion that is currently marginalized in academic spaces, about the notions of energy and impacts of it on students' learning process and accomplishment in the educational space. While teachers' low expectations and negation on racialized students, and hostilities from other peers has been studied, not much attention has been paid to how those teachers' and peers' energy such as hostility has impacted on students' learning process and accomplishment. In this thesis, I employ Japanese Indigenous ways of knowing to explore this theme. However, my discussion about the impact of energy on student learning process is not limited to the Japanese context only; I have expanded the discussion to the Eurocentric educational system as well. My thesis aims to contribute to the instructional and pedagogical implication for classroom teachers.
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易荷梅. "A study on separable words in modern Chinese and its pedagogical implication." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/97135197538940846692.
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碩士國立臺灣師範大學
華語文教學研究所
95
Separable word is a unique word in Modern Chinese Language which can either be separated or combined. Separable word on the Word Formation Level, is a compound word which is formed by one verbal morpheme and one noun morpheme. On the other hand, on Syntax Level, it can be separated into verbal component and noun component, for example: ‘baoming’, can be separated into: ‘baowanming’. Separable word at least contain one bound morpheme in its structure, therefore, it can only form a word, not a phrase. This study is based on Lu, Zhi-wei (1957), Chao, Yuan-ren (1968), Zhu, Dexi（1982） and Li & Thompson (1981) researches of Modern Chinese Word, considering that the Internal Construction is the most proper method to distinguish word from phrase. Moreover, concerning separable morpheme combination, this study also follows the researches of Chao, Yuan-ren (1968), Li & Thompson (1981), FanXiao (1998) and Pu, Yong-zhen (1999) in order to discuss separable word in Modern Chinese. Moreover, this study analyzes the errors of Indonesian students in using separable words. This study also examines three current Chinese language teaching materials and a Chinese English dictionary in order to revise the shortcoming of the teaching material and the dictionary related to separable word. Finally, this study proposes teaching suggestions for Indonesian students to deal with separable words properly.
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李翰嘉. "A Corpus-based Study of Mandarin Chinese Zenme and Ruhe and Its Pedagogical Implication." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/5eu54j.
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Kao, Lilie Li-Chun, and 高麗君. "A Study of the Pragmatic Functions of Quishi and Shishishang in Spoken and Written Chinese Discouse and its Pedagogical Implication." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/59815327014504076094.
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碩士高雄師範大學
華語文教學研究所
98
Previous studies on Quishi and Shishishang shed light on their functions in spoken Chinese discourse but not in written one. This study, however, aims to explore the pragmatic functions of Quishi and Shishishang in both spoken and written Chinese discourse. They are examined in the frame of Halliday’s (1994) theory of the fundamental meta-functions of language and Brown and Levinson’s (1978/1987) theory of politeness. The result is that Quishi and Shishishang perform mainly as discourse markers, even in written Chinese. They can also be used to show the speaker/writer’s perspective of intersubjectivity. Both of Quishi and Shishishang can function as an epistemic marker, elaborative marker, contrastive marker or topic-shifiting marker in textual or interactional level. However, the meaning of Quishi is slightly different from that of Shishishang. Compared to Shishishang, Quishi is a better softener between contradictory opinions and expresses a higher degree of intersubjectivity. This makes Quishi appear far more frequently than Shishishang not only in spoken Chinese but also in written Chinese. Besides, a Chinese speaker/writer tends to use Quishi to reject compliments paid to him or her in order to show modesty. And it displays the difference of pragmatic functions between Quishi in Chinese and Actually in English. Additionally, Quishi and Shishishang sometimes co-occur with Dan or Danshi when performing as a contrastive marker in written Chinese, but co-occur with Keshi in spoken Chinese. Hopefully, this study can provide an in-depth and insightful perspective on the pragmatic functions of Quishi and Shishishang in spoken and written Chinese discourse and its pedagogical implication.
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Arva, Brandon Martin. "Pedagogical implications of traditional performance practice." 2008. http://proquest.umi.com/pqdweb?did=1537027191&sid=7&Fmt=2&clientId=39334&RQT=309&VName=PQD.
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Thesis (M.A.)--State University of New York at Buffalo, 2008.Title from PDF title page (viewed on Nov. 13, 2008) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Smith, Charles J. Includes bibliographical references.
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Na, Pham Phu Quynh, University of Western Sydney, College of Arts, and School of Humanities and Languages. "Error analysis in Vietnamese - English translation : pedagogical implications." 2005. http://handle.uws.edu.au:8081/1959.7/20242.
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The aim of this study is to investigate the extent to which the typological differences between Vietnamese and English influence the process of translating authentic Vietnamese sentences into English through an error analysis of the Vietnamese-English translations by Vietnamese EFL students. It starts with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation, rather than a subject-predicate relation (Thompson, 1987; Dyvik, 1984; Hao, 1991; Rosén, 1998), and tries to find out whether the students are more likely to make more errors when the topic of the sentence is not identical with the grammatical subject. This study also investigates the most common types of errors Vietnamese students make when translating topic-comment structures from Vietnamese into English. The analysis focuses on the errors made when translating the dropped subject and empty elements of Vietnamese. This is important, given the fact that the grammatical subject is always required in English, but not in Vietnamese. The data was collected from 95 students of English translation classes in their first, second, third, and fourth years in the Department of English Language and Literature at the University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam. Using an error analysis technique often adopted in studying the deviated forms produced by second language learners (James, 1998; Richards, 1974; Corder, 1974), the study constructs an error corpus in the form of a Microsoft Excel Spreadsheet and classifies all the errors based on the categories they belong to (linguistic, comprehension or translational) and the kind of deviation they are (addition, omission, misordering or misselection, etc). The study establishes a taxonomy of errors, which includes three main categories: linguistic errors, comprehension errors and translation errors. The results of the study suggest a number of potential errors students are prone to making when translating the topic-comment structure of Vietnamese into English, and provides some practical guidelines for teachers, so that they can help students deal with these types of errors in Vietnamese-English translations.Doctor of Philosophy (PhD)
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Aulino, Biagio. "Italian Canadian adolescent speech : analysis and pedagogical implications /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370756&T=F.
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