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1
Huong, Dang Thi, and n/a. "A cross-cultural study on the way in which speakers of Vietnamese and speakers of English issue, accept and decline spoken invitations." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060731.161630.
Full textAbstract:
In this field study report, the author investigates behaviour
associated with inviting in order to see if there is any effect on the
language used across cultures due to factors such as status, age,
gender in actual social interactions.
Chapter one gives a brief introduction to the important role of the
English Language in the world in general, and in Vietnam
nowadays in particular, and a review of Teaching Methods which
have been used in Vietnam so far.
Chapter two will deal with the theoretical background, language
competences including linguistic competence, sociolinguistic competence and communicative competence. In addition, speech
act theory , face work, distance, power in relation to status, age
and gender as well as reviews research on the differences between
spoken and written are also discussed.
Chapter three defines the structure of an invite with its social and
cultural characteristics focussing on the natural structure of a
spoken invitation.
Chapter four describes research and data analysis of the issuing,
accepting and declining of spoken invitations used by Vietnamese
speakers of Vietnamese (VSV).
Chapter five contains the data analysis of the issuing, accepting
and declining of spoken invitations used by Australian speakers of
English (ASE).
Chapter six discusses the comparison of Vietnamese and
Australian spoken invitations, the main difference being found in
the use of much more direct forms used in VSV as opposed to more
tentative forms preferred by ASEs. Directness of form, however,
does not reflect a lack of politeness, which is conveyed to a much
larger extent by other prosodic and paralinguistic features.
Chapter seven is a brief cross-cultural investigation of the spoken
invitations of Vietnamese learners speaking English. This shows
up a degree of cross-cultural interference and offers some
implications for the classroom.
Chapter eight contains a summary and conclusion. The results
of the study may suggest that Vietnamese learners of English need
to be taught not only linguistic competence but also communicative
competence with an emphasis on cultural and social factors.
Spoken invitations which really have some function in actual
interactions need to be incorporated in the program for teaching
spoken English.
2
Roberts, John Michael. "Speakers' Corner : the conceptualisation and regulation of a public sphere." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274648.
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3
Sugirin, (Sugirin), and sugirin@uny ac id. "The comprehension strategies of above average English as a foreign language (EFL) readers." Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.
Full textAbstract:
The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used.
An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text,
The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.
4
Luyen, Pham Phuong, and n/a. "An investigation of the difficulties experienced by non-native speakers of English in academic listening." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060818.163103.
Full textAbstract:
For many students, listening to academic lectures is one of
the hardest listening skills (Lebauer, 1988). There are various
possible reasons for this: the jargon and specialised words of
the field that are used; also the language that is used is often
at a more formal level; the lecture situation which is unidirectional
with the listener having little role to play, and no
control of the oral message; the expectations that the listener
is assumed to have in listening to lectures which depends on
many factors such as attitude, motivation, linguistic
knowledge and world experience.
Trying to find an answer to where difficulties lie is the
purpose of this study, with the focus on the type of problems
that post-graduate non-native students of English might have
had during their study in a native English academic
environment.
Chapter one presents the purpose and significance of
study, and deals with a few problems in the history of the
teaching of listening in Vietnam.
Chapter two looks at the different developments in
understanding the listening processes in general and listening
to lectures in particular.
Chapter three studies difficulties that non-native
speakers of English may face in lecture listening.
Chapter four mentions some of the recommendations that
the study implies.
5
Donohue, John J. "Impact of descriptive versus evaluative constructive feedback on public speakers' performance self-efficacy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66146.pdf.
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6
Ng, Lee-Luan, and n/a. "The influence of cognitive styles on the interaction with a language instruction CD-ROM : a case study of Malaysian ESL learners." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061025.115945.
Full textAbstract:
Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective.
Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation.
The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.
7
Mallan, Vijay Kumar, and n/a. "The influence of contextual factors on revision strategies : the case of four Malaysian native speakers of English in a mainstream E.S.L. classroom." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.115955.
Full textAbstract:
This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts.
The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination.
Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.
8
Kim, Van Tat, and n/a. "Designing an English course for scientists and technologists in Vietnam." University of Canberra. Liberal Studies, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.123424.
Full textAbstract:
In 1974 the Ministry for Higher Education stated that
every scientist in Vietnam must know one or two foreign languages
(one of them being English), and be able to use it for his work.
But even now, the number of people who have acquired the language
as required is still small. This paper examines the causes of this
problem and possible remedies.
What has caused the situation to change so slowly? The
reasons may be several, but the most striking one is that teachers
do not understand the nature of EST, so they try to teach scientists
the same language forms in the same way as they do with young
students at Foreign Language Colleges. Consequently, the learners
know a lot about the language, but can use only a little.
The paper considers several aspects of the situation.
Scientists and technologists need to learn only the language forms
often used in scientific literature and the skills needed for their
work. For this reason, teachers must first identify the learners'
needs, then draw up a list of objectives of the course, look for
relevant materials and use appropriate methods of teaching. To help
teachers to do these things, a training programme is needed. The
training will familiarize the teachers with key scientific concepts,
characteristics of EST, and the way to place learners in appropriate
groups.
Several approaches to ESP/EST are examined, but EST
learners in Vietnam are rather different from those in other
countries, so a special model for an EST course is designed ;
an example of a reading course to illustrate the model is given
for teachers to refer to. Finally, some suggestions are offered
to solve problems arising from present EST courses.
9
Chand, Rajni Kaushal, and n/a. "Listening needs of distance learners : a case study of EAP learners at the University of the South Pacific." University of Otago. Department of English, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080827.114047.
Full textAbstract:
This study focuses on student listening needs in the context of the English for Academic Purposes program taught by distance education at the University of the South Pacific. It explores the relationship between learners� awareness of the learning strategy they use for developing their listening skills and their teachers� knowledge of the strategy use and listening needs of learners.
Using an ethnographic case study approach, the study was conducted at various campuses and centres of the University of the South Pacific. Interviews were conducted with five EAP/study skills teachers, five subject/course teachers, 19 past learners and 10 present learners of the EAP/study skills course. Questionnaire data was also obtained from 19 past learners and 153 present learners. In addition, a course material analysis was carried out.
The study confirms and adds weight to the conclusions of earlier researchers such as Berne (1998), and Mendelsohn (2001) who explain that discrepancies exist between L2 listening research and practice. The findings of this research indicate that teachers differ from their learners in terms of learners� knowledge and understanding of listening skills and learning strategies in use. The findings also indicate that even though learning had taken place in this distance education context some face-to-face teaching would have been desirable. A combination of distance teaching with longer teacher-learner contact for distance teaching of listening skills is recommended, since regular contact between teachers and learners is seen by learners as very beneficial and more likely to lead to a better development of listening skills. It also helps create an awareness of learners� present and future listening needs. The nature of distance teaching at the University of the South Pacific, and the challenges faced by both teachers and learners are discussed in this study, and the requirement for further needs analysis in regard to distance EAP courses are noted.
The study concludes with recommendations for strategy training for distance learners as well as for raising teacher awareness about the importance of strategy teaching. It is also recommended that similar studies be undertaken in other language skills courses offered by distance at universities like USP such as reading, writing and speaking courses.
10
Tanaka, Noriko, and n/a. "An investigation of politeness : two request situations in English and Japanese." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061109.121055.
Full textAbstract:
Until recently, English teaching in Japan focused on giving much
grammatical knowledge to students, and paid little attention to
communicative competence, 'competence as to when to speak, when not,
and as to what to talk about with whom, when, where, in what manner'
(Hymes 1971: 277). However, nowadays, the importance of
communicating with foreign people for mutual understanding is often
pointed out, and communicative competence is gradually receiving more
attention in English teaching in Japan. Grammatical knowledge is not
sufficient for making students communicate well, and in addition to
grammatical knowledge, the knowledge of appropriate use of the
language is necessary for effective communication. Furthermore, as a
part of communicative competence, 'social competence', the knowledge
and ability to create and maintain a harmonious atmosphere in social
interaction, should be given more attention in order to allow
students to communicate with English speaking people harmoniously and
effectively.
Although a number of teachers have noticed the importance of
communicative and social competence, such competence is not taught
sufficiently in Japan. One reason for this is that, with few
opportunities to communicate with native speakers of English in
Japan, teachers themselves do not know well the communication
patterns of English in actual situations. To develop students'
communicative competence, Japanese teachers of English need to know
the cultural patterns in English, and to see what kind of problems
could occur for Japanese students. It is intended that this field
study will contribute a small part to the growing understanding of
the cultural patterns in English and Japanese.
Before considering the possible problems especially for Japanese
learners of English, three possible causal factors of communication
problems for non-native speakers are discussed:
(1) lack of linguistic competence
(2) transfer of native cultural patterns
(3) false stereotyping.
As a basis for considering the problems in terms of politeness
strategies, in particular, Brown and Levinson (1978)'s 'face theory'
is introduced, and some characteristics of Japanese cultural patterns
which may cause some politeness problems are discussed. Based on the
discussion, some hypotheses are built up about Australian and
Japanese communication patterns, and an investigation has been
conducted, focusing on two request situations:
(1) asking a lecturer to lend a book
(2) asking a friend to lend a book.
Four Australian native speakers of English and four native speakers
of Japanese were asked to role-play in each situation, and their
results were compared with each other. These results were also
analyzed in comparison with the results of four Japanese speakers of
English and four Australian speakers of Japanese.
Although this is a preliminary study and has some limitations in
the investigation, the results show that, although politeness is a
universal phenomenon, it is expressed differently in English and
Japanese, and they indicate some possible problems in politeness
strategies for Japanese speakers of English and for Australian
speakers of Japanese.
As to the implications of the results for English teaching in
Japan, three points can be considered:
(1) the need to make students aware of the cultural patterns of
English
(2) the need to teach students sufficient variety of
expressions
(3) the need to give students enough practice.
In terms of these points, some weaknesses in English teaching in
Japan are discussed. For example, teachers do not have enough
knowledge of communication patterns in English, materials used in
class do not give enough information about the target culture and
actual use of English by native speakers, and the amount of time
spent on English in the school curriculum and the number of students
in one class cannot be considered desirable for the purpose of giving
enough practice to each student.
These problems are not easy to solve, but it is possible to find
ways to improve the situation. In the final chapter, some practical,
though tentative, suggestions are made in the hope that English
teaching in Japan will be improved to help students to communicate
well with people in different cultures.
11
Thao, Tran Xuan, and n/a. "An investigation of how new language is introduced to learners of English in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.125255.
Full textAbstract:
This study investigated how new language is introduced to learners of English
in Vietnam in terms of textbooks and teachers' presentation.
The data sources for this study were from (1) an analysis of the two types of
English textbooks being used in Vietnam: those written by native speakers of
English and those written by Vietnamese authors, (2) an analysis of class-visit
reports of 176 periods of English classes in Hue, and (3) an analysis of 57
questionnaires answered by two groups of Vietnamese teachers of English:
39 high school teachers and 18 tertiary teachers.
Results from the study indicated that:
-In general, the textbooks of both types fail to introduce the
sociolinguistic aspects of the target language to the learners: the textbooks
written by native speakers of English are very culture-specific. The contexts of
situation in these textbooks in most cases are too implicit for both the teachers
and the learners. The explanation of most cultural aspects in the textbooks is
either not sufficient or not provided. On the other hand, the English cultural
aspects introduced in the textbooks written by Vietnamese authors are biased.
- Although most teachers have indicated their awareness of the
importance of both cultural and linguistic aspects of new language, actual
records of their presentation methods revealed more emphasis on the latter,
that is the linguistic features.
For the teaching of English to the Vietnamese learners, the results of this study
lead to rejection of the idea of presenting new language without reference to
the target culture as well as the idea of presenting new language removed
from the context of situation. The results suggest the need for adaptation and
supplementation of textbooks, and the inclusion of context of situation into the
teacher's presentation of new language.
12
Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.
Full textAbstract:
This field study report covers four major areas :
1. Error analysis in language teaching and learning and
its procedures
2. The relevance of error analysis to the teaching of
English as a foreign language in the Vietnamese situation
3. Analysis of errors made by Vietnamese speakers
4. The use of error analysis in teaching English to
Vietnamese speakers.
Error analysis can be a useful adjunct to second language
teaching, since it serves two related but distinct functions : the
one, practical and applied in everyday teaching, and the other,
theoretical, leading to a better understanding of the second
language learning acquisition process.
This study emphasizes the practical uses of error analysis in
teaching and correction techniques, materials development and
syllabus design. It is hoped that error analysis will make some
contribution to the teaching of English as a foreign language to
Vietnamese speakers, whose language is quite different from English
and whose culture is far from being similar to that of English
native speakers.
This study is aimed at helping Vietnamese teachers of English
to change their attitude to students' errors and see them in a more
positive way, rather than as signs of failure on the students' part.
It is suggested that a teacher of English must be able to
recognize errors when they occur, to form some idea of the kind of
error made and also why they occur. Finally, he must then be able
to draw, from the analysis thus made, some conclusions as to what
and how he should teach.
13
Van, Ngo Thi Thanh, and n/a. "A comparative study of cohesion in English and Vietnamese texts." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.165600.
Full textAbstract:
This study aims at comparing English and Vietnamese cohesion
with the hope that it may contribute to the teaching and learning
of English in Vietnam.
It is hoped that the results of the study may help the teacher and
student to become more aware of cohesive devices in English
texts and thus make better use of them in the teaching and
learning of the English language.
The study reveals that the two languages have several similar
features in cohesion. It also points out the differences of
cohesion in texts of the two languages.
The first chapter is an introductory part in which background to
the study, the aim of the study, the source of information, and
the objectives and content of the study are presented.
Chapter 2 deals with the theoretical background related to the
study. Concepts such as text and cohesion are presented.
Chapter 3, 4, 5, 6 and 7 discuss the five cohesive relations in
English and Vietnamese; that is. reference, substitution, ellipsis,
conjunction, and lexical cohesion.
In chapter 8. a comparison of English and Vietnamese cohesion
based on the analysis in chapters 3. 4. 5, 6 and 7 is made. As
well as this, it looks at common errors in the use of cohesive
devices made in the English writing of Vietnamese students at
the University of Canberra.
In the last section, the conclusion, the author tries to offer
some implications based on the results of the previous sections
and on the author's experience of teaching and learning foreign
languages. It is hoped that the implications may be of
significance to Vietnamese teachers and students of English.
And furthermore, that the analysis of cohesion in Vietnamese
may be beneficial to foreign students learning Vietnamese as a
foreign language.
14
Nguyen, Thi Van, and n/a. "Listening comprehension : a Vietnamese perspective." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.170135.
Full textAbstract:
A newly emerging, developing country has many high priority
areas. Many of these high priority areas are related to
the educational system. Education is viewed by many
political leaders (and also by citizens rich and poor) as
a 'Golden Key' which will unlock doors labelled with words
such as 'Development', 'Progress', 'Success', and 'the
English Language'.
The English Language, a modern technical, trade and
diplomatic language, is one of the avenues of communication
which may enhance development within Vietnam.
At the present moment, foreign language teaching and
especially Teaching English as a Foreign Language and
Teaching English for Special/Specific purposes, are given
high priority ratings by those who plan the development
stages for Vietnam. It is also recognized that EFL and ESP
teaching can and should be improved.
Australia is assisting this process of improvement by
supporting an assistance programme. Twenty two teachers
from tertiary language centres have been studying Teaching
English as a Foreign Language at the Canberra College of
Advanced Education. This writer is one of these students.
One of the requirements for the Master's Degree in
Teaching English as a Foreign Language is an extended
Field Study in a specific area. This writer selected
'Aural Comprehension'.
In this Field Study, the writer has explored the past
and present position of teaching ' Aural Comprehension'
in Vietnam. The writer has identified several significant
problem areas and has suggested alternative options which
may improve the teaching and the learning in this area.
15
Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.
Full textAbstract:
This study explores opinions of university Thai EFL students, who have been subject to a
conventional teaching approach for years, on adding communicative tasks in grammarbased
classes drawing from relevant literature and previous studies. The results of the
study suggest that Thai students want to have communicative tasks in grammar learning,
but only with formal instruction prior to the tasks. The study also shows how
communicative tasks may be integrated into conventional language pedagogy from Thai
students in the study's perspectives and relevant literature.
As expected, the results indicated that Thai students were reluctant to complete tasks in
English because of shyness, particularly when conversing with peers, a lack of
competence in language skills, and fear over losing face. The interviews conducted with
students revealed instructional techniques that they themselves believed would be
beneficial in encouraging greater participation in tasks without inhibitions.
Finally, the study concludes that Thai EFL students are ready to be trained in
communicative tasks and that instruction in Thai EFL classes should shift from
substantially form-based to more communication-based instruction.
16
Vu, Ngoc Tu, and n/a. "Towards a syllabus for the teaching of writing for Vietnamese students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.160245.
Full textAbstract:
This Study considers some of the problems and solutions
to the needs of Vietnamese tertiary students with
respect to writing in English in the University setting.
The Study identifies that writing English as a foreign
language has been and continues to be a f u n d a mental
difficulty for Vietnamese tertiary students.
Consequently, in order to understand the difficulty and
the needs of such students, this Study enters into a
consideration of the language and learning needs of the
target population and describes the teaching strategy
and syllabus content necessary to assist such students
to function in English writing more adequately.
In order to realise these aims, the Study reviews the
relevant literature with respect to: (i) the development
of the theory of the concept of writing in a foreign
language , and (ii) the teaching of different foreign
language teaching methods in the twentieth century.
Finally , details of syllabus design and suggested
techniques are presented in Appendices 1 and 2
respectively.
17
Seng, Gee Chiau, and n/a. "An analysis of effective teaching skills : with particular reference to a Singapore context." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060711.160850.
Full textAbstract:
This study sets out to analyse the teaching skills of an
effective Australian teacher of French in a primary school
in Canberra.
Chapter One provides an overview of the primary education
in Singapore with particular emphasis on the language
policies. The purpose and scope of the study and the
approach used in carrying out the study are also described
in this chapter.
Chapters Two to Six present descriptive features of the
teacher's teaching approach. Clarity in her goals and
instructions to her Year 3 and Year 5 classes were analysed
through extracts of the classroom discourse. The way the
teacher provided encouragement and feedback on errors to her
Year 3 class were also described.
The variation in the pace of her speech in relation to the
activities and the adjustments made when she posed questions
according to the language proficiency of the pupils, also
form part of the data analysed.
In Chapter Eight, conclusions were made of the possibility
of transferring the teaching approaches to the teaching of
English as a second language in primary schools in Singapore
by comparing the French program described in Chapter Seven
with the primary education system in Singapore.
The study concludes with an overview of the areas that
need further research and study.
18
Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.
Full textAbstract:
This study attempts to investigate the teaching of written English in Vietnam
with special attention to the main problems encountered by teachers of
English at the main language institutions in the light of the literature and
practices in general ELT.
The first chapter is the introduction of the study. It covers the aim and scope
to be achieved in the study, and explains the sources of data to be used for
the study. Terminology of some phrases and abbreviations for convenient use
are also given.
Chapter 2 focuses on general ELT developments. Major trends in ELT and
their practices are brought into discussion. Then in the light of the literature
in ELT, the teaching of writing is taken into consideration. Being an
important component in ELT, the teaching of writing has to satisfy this need
of learners - the need for effective communication - without overlooking
correctness, accuracy and other features of good writing. However, there is
no single approach that can provide a perfect answer to all the learners'
problems.
Chapter 3 discusses the teaching and learning situation in Vietnam in three
stages from 1959 to 1986. It is made clear that the situation is not satisfactory
due to the methods, techniques, materials and the quality of teachers. Then
special investigation is made into the writing area. It is discovered that
complex writing is avoided because of the teachers' low standard and their
methods and techniques in teaching written English. Improvement courses
have been held, but they did not include writing programmes for teachers.
Chapter 4 analyses the main problems affecting the teaching of writing in
Vietnam, such as teachers' unawareness of language appropriateness and
correctness, their difficulty at discourse level and lack of cultural knowledge.
Teachers' misconceptions about errors and lack of methods and techniques in
dealing with errors also result in ineffective teaching.
In Chapter 5 some recommendations are made for teaching writing to
inservice teachers in the upgrading course. They focus on the methods and
techniques to be used in such a writing course. Some techniques for
composition correction are also suggested. Unfortunately, there is no single
book that is ideal for such a course. A selection of current writing
coursebooks is given in the hope that teachers will find material to suit the
needs of their students in them. The last recommendations are for teaching
academic writing which involves more sophisticated skills than writing on
general topics.
Finally the writer makes some comments on her own work and suggests
further research into the writing area.
19
Hung, Vu, and n/a. "Errors in English by Vietnamese adult students." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060731.141007.
Full textAbstract:
This study is mainly concerned with the common errors
Vietnamese adult students make in learning English as a
second/foreign language.
Using the tools of contrastive analysis and error analysis,
the researcher decribes and examines certain areas of similarity
and difference between English and Vietnamese on some
grammatical aspects, and then analyses the errors made by the
Vietnamese students in two different learning contexts and at
different levels of proficiency.
This studies consists of six chapters :
Chapter 1 introduces the position of English in Vietnam at
present, raises the problems encountered in the teaching and
learning of English in Vietnam, and states why this study is
necessary.
Chapter 2 is the summary of the main theories of second
language acquisition and some of the principal studies of
Vietnamese grammar.
Chapter 3 discusses the techniques of contrastive analysis
and error analysis, which provide bases for the comparative
study in Chapter 4 and the error analysis in Chapter 5.
In Chapter 4, a contrastive study is undertaken of eleven
aspects of English and Vietnamese grammar, which serves as
the basis for the discussion in Chapter 5.
Chapter 5 presents an analysis of the common errors
Vietnamese students make in two different learning contexts in
Vietnam and in Australia. It also discusses the various strategies
the students use in order to achieve language proficiency.
Finally, some conclusions concerning the attitude towards,
and the treatment of, errors are mentioned in Chapter 6. It also
provides suggestions for further study in the subject area.
20
Suu, Nguyen Phuong, and n/a. "A cross-cultural study of greeting and address terms in English and Vietnamese." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.114406.
Full textAbstract:
Mastering a new language does not only consist of the ability to
master its system of form but also the ability to use its linguistic
units appropriately. This is because languages differ from one
another not only in their systems of phonology, syntax and lexicon
but also in their speakers' manners of patterning their discourse
and realizing speech acts.
Greeting and addressing people are, to varying extents, formulaic,
culture-specific and routinized in different languages, including
Vietnamese and English. The factors that govern the way one
person greets and addresses another varies across languages and
speech communities. The selection of one linguistic form over
another in greeting and addressing someone largely depends on
Speaker-Hearer relative power paradigm, the context of
interaction and other social factors.
Greetings and address terms by themselves do not carry much
referential meaning but accomplish pragmatic functions. Failure to
use them appropriately may result in communication breakdown
or unwanted hostility, particularly in cross-cultural interactions.
Since communication is meaning-based, conventional, appropriate,
interactional and structured (Richards,1983: 242 ff), speakers of a
foreign language must take into account these elements if they
wish to communicate successfully in the target language.
This study investigates the patterning of greeting and address
terms in Vietnamese and in English, identifying similarities and
differences between them. The factors that govern the way
speakers choose to greet and address are examined.
21
Hoang, Tat Truong, and n/a. "Towards teaching English vocabulary to Vietnamese tertiary students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.155600.
Full textAbstract:
The English language is now widely used in Vietnam.
Consequently, the teaching and learning of English
has become more significant , but, on the other
hand, teaching methodologies, in Vietnam , still
reflect those used in the past to teach other
foreign languages. Vietnamese English teachers also
experience difficulty coping with the many new
problems which they now face. One of these
difficulties is the teaching of English vocabulary.
In order to develop an understanding of how best
English vocabulary might be taught in the
Vietnamese setting , this study identifies a
particular group of students: Vietnamese tertiary
students attending the Hanoi Foreign Languages
Teachers' College, and then explores ways how
teachers might introduce the teaching of English
vocabulary, both to these students, and to the
subjects the students will finally teach
themselves.
In order to prepare for an outline of how to carry
out this teaching role, the study investigates the
various problems associated with defining : the
word; the types of meaning conveyed by the word;
the relationship of phonology, syntax and semantics
to the word, and other related matters . The study
also looks at the problems which Vietnamese
students have with learning English vocabulary. In
this context a comparison is made of English and
Vietnamese lexical and related systems.
Subsequently, the study considers the different
types of foreign language methods which have and
are being used, with particular reference to how
they were used to teach vocabulary.
Finally, the study considers questions of the need
to select appropriate vocabulary for the targetted
students and details how teachers might effectively
teach vocabulary.
22
Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.
Full textAbstract:
English has been taught in Vietnam for about forty years
and the number of English learners increases every year.
Whatever the course of teaching English may be, the teaching
of pronunciation is always a beginning part of it.
The materials used in teaching pronunciation vary from
schools to colleges, but the way of teaching is always
the same. It means that students have to imitate what the
teachers have pronounced with a very simple explanation
of how to pronounce it. This causes great problems, because
not all teachers have correct pronunciation and not all
students can imitate the teachers in the right way.
At the Hanoi Foreign Languages College, students are
trained to be teachers of English. They not only need to
have correct pronunciation, but also need to know how to
pronounce sounds. In order to teach pronunciation effectively,
they need to have a certain knowledge of phonetics
and know the difference and similarity between the sound
systems of English and Vietnamese.
To help awareness of the necessity of good pronunciation
and the present problems associated with teaching it, this report:
a/ points out the importance of teaching English
pronunciation in teaching English;
b/ gives an overview of English teaching in general
and the teaching of pronunciation in particular.
To improve the teaching of pronunciation at the Hanoi
Foreign Languages College, this report:
c/ makes a comparison between sound systems of
English and Vietnamese;
d/ proposes material for the teaching of pronunciation
for the Vietnamese students of the Hanoi
Foreign Languages College, bearing in mind the
context of the Vietnamese teaching and learning
situation.
It is hoped that this report will be of practical use:
for teachers and students in the Hanoi Foreign Languages
College.
23
Orosz, Andrea Erzsébet. "Vocabulary acquisition of English as a foreign language in the Hungarian public sector." Thesis, Swansea University, 2014. https://cronfa.swan.ac.uk/Record/cronfa42477.
Full textAbstract:
The research in this dissertation is the first attempt in Hungary to reveal language learners' language proficiency in the public education sector through a vocabulary size test as an alternative method. Based on the assessment of vocabulary in learners' coursebooks, the analyses of teacher talk and the answers in learners' informal strategy questionnaire reveal the possible sources through which the learners' can get an access to new vocabulary and also what they do themselves in order to acquire new words in- and outside of the classroom. The results of this research can prove that even the Hungarian language learners' English language knowledge can be at a considerably good level. The starting point for the research was that both language teachers and students have been evaluating the Hungarian learners' English language knowledge as insufficient, despite the relatively many English classes in the public education. This negative assumption has been supported by the data of Eurostat (2009) statistics, which says that the Hungarians are the last ones in Europe concerning their foreign language knowledge. There has also been guessing that the Hungarian learners' English knowledge does not meet the international standards and like this it is falling behind foreign students' English language knowledge. The results show objectively how Hungarian learners' knowledge compares with other learners in other countries from the point of view of English as a foreign language. The current dissertation is hoped to be a substantial contribution to the field of teaching and learning English as a foreign language in Hungary, in particular, and to the field of second language vocabulary acquisition, in general.
24
Doan, Duong Van, and n/a. "Teaching advanced reading in the Institute of International Relations in Hanoi." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060705.101658.
Full textAbstract:
This study deals with reading problems faced by
the advanced level students in the Institute of International Relations (I.I.R.) in Hanoi. It seeks to identify ways in
which the teachers there can help their students to read
authentic texts in English with a high level of
comprehension.
The study begins with a description of the
training of the young diplomats and researchers. It
considers the problems faced by the teachers and students,
and looks into the role of English in general and English
reading comprehension in particular in the I.I.R.
Bearing in mind the objectives of the training,
the study discusses the goals for teaching reading
comprehension at an advanced level and lays emphasis on the
importance of using appropriate techniques for teaching
reading skills at this level.
The writer of the study also looks at the
relevant issues in theories of reading comprehension which
are discussed in current literature. These theoretical
issues are then related to the reality of teaching in the
I.I.R.
Finally, to illustrate all the techniques and
skills for teaching reading comprehension which have been
dealt with earlier in the study, the writer presents a
sample reading lesson. It is his hope that the presentation,
and indeed the whole study, will be of value to his
colleagues at the I.I.R., and to others who teach reading in
similar situations.
25
Ha, Dang Vu Thanh, and n/a. "How Vientamese ELICOS students build up their word stock : an empirical study." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060713.153439.
Full textAbstract:
The process of second language vocabulary acquisition (L2VA) is
investigated by looking at the learning, teaching, learner and
environmental factors that affect the ways that adult Vietnamese learners of English acquire, store and use words. Data were
collected by examination of informants' diaries, recorded classes,
free conversations, interview-questionnaires and regular
interviews during the English program. The data show that the
process of building up the mental lexicon is slow, long and
complicated. For adult learners coming from different English and
job backgrounds, full time classroom learning is the biggest and
most important source of L2 word input. It is also in this
environment that the word storage and recall mechanisms are
most facilitated. The L2VA process varies according to individual
learners at different levels, with different learning goals,
motivations, determination, areas of interest and word learning
methods.
It is hoped that the findings of the study help increase Vietnamese
teachers' awareness of how to teach English vocabulary
effectively and how to help learners work out individually suitable
word learning methods.
26
Soenarso, Lany Idawati, and n/a. "Developing social competence in complimenting behaviour among Indonesian learners of English." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.165724.
Full textAbstract:
The study consists of five chapters. The first chapter
gives a brief description of how English as a foreign language is taught in Indonesia and the need to improve the
social competence of Indonesian speakers of English so that
they will be regarded as competent speakers in social
interaction. Language competence, including the notion of
linguistic competence, together with the notions of
communicative competence and social competence, is discussed
in the second chapter, since it underlies the language
learner's knowledge and ability to create and maintain a
harmonious atmosphere in social interaction. Furthermore,
the theory of communicative competence will include
competency in sociocultural rules of use which will specify
the ways in which utterances are produced and understood
appropriately with respect to the components of
communicative events outlined by Hymes. Speech act theory,
particularly as it relates to complimenting behaviour is
discussed.
Chapter three reviews research on complimenting behaviour
and considers some possible reasons why Indonesians do not
pay as many compliments as Australians do. Ways of
perceiving face - threatening acts and politeness are
related to different cultures with different social values
because of their different traditions, experience, ways of
development and ways of thinking. Developing from these
considerations of theory and research, the fourth chapter
describes the study project which deals with what counts as
a compliment in Indonesian and Australian English, what to
compliment about and how people compliment as well as how
people accept and respond to compliments. Analysis of some
problems caused by lack of awareness of the differences
between cultures and the effects of applying ones own
strategy in complimenting behaviour, leading to
misunderstanding, are also discussed. In the final chapter,
the results of the project suggest what Indonesian learners
of English need to be taught to help students develop social
competence in complimenting behaviour. Suggestions for
improving the social competence of Indonesian speakers of
English are made.
27
Dan, Nguyen Trong, and n/a. "Towards a syllabus for teaching commercial letter writing to commerce students in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060704.115742.
Full textAbstract:
There are increasing needs for trained business persons as a result of the
recent rapid development of foreign trade in Vietnam. A good command of
written commercial English is one of the most important qualifications of a
business person. At present the Hanoi Foreign Trade College is the only
institution which is responsible for training commerce students. The
teaching of writing skill in general and the teaching of commercial letter
writing in particular still leave much to be desired. The writing skill of
graduates of the Hanoi Foreign Trade College is far from satisfactory
This Field Study Report aims at identifying the difficulties and the needs of
commerce students in the Hanoi Foreign Trade College. It takes into
consideration the language and learning needs of the target students in
order to suggest a syllabus for the teaching of commercial letter writing to
commerce students more efficiently.
The Field Study Report consists of seven chapters.
Chapter I provides an analysis of the teaching and learning situations at the
Hanoi Foreign Trade College and problems of the teaching of commercial
letter writing.
Chapter 2 looks at some major theoretical problems and practical issues for
Specific Purpose English syllabus design and material production for the
teaching of commercial letter writing to commerce students at the Hanoi
Foreign Trade College.
Chapter 3 is a contrastive analysis of western commercial letters,
Vietnamese commercial letters in Vietnamese and Vietnamese commercial
letters in English.
Chapter 4 is an analysis of the results of a survey made in 1988 to identify
the needs of commerce students for commercial letters.
Chapter 5 is mainly concerned with designing a communicative syllabus for
the teaching of commercial letter writing to commerce students in Vietnam.
Chapter 6 is the proposed syllabus for the teaching of CLW to commerce
students at the HFTC, Vietnam.
Chapter 7 is the conclusion.
This Field Study Report should be regarded as an exploratory attempt to
adopt the communicative approach in designing a syllabus for the teaching
of commercial letter writing to commerce students in Vietnam.
28
Djauhari, Muhamad Thonthowi, and n/a. "Reading academic English at postgraduate level, Bogor Institute of Agriculture, Indonesia." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060705.100939.
Full textAbstract:
This study, within the framework of improving the English course for
postgraduate level at IPB (Bogor Institute of Agriculture), attempts to determine
the extent of English reading activities for academic purposes expected by
agricultural teaching staff at post graduate level, different expectations across the
study programs or a particular area of specialised discipline, the extent of English
problems experienced by postgraduate students and the strategies used to cope
with English needs in their postgraduate studies, to test a hypothesis that there is
a positive correlation between the students' command/scores of English and their
achievements/scores in agricultural subjects.
Questionnaires for agricultural staff and students were adapted from
Hughes (1988) and Weir (1988) to address these questions. Students' academic
records were obtained to compute the correlation between scores in English and
agricultural subjects. Review of literature and research in current theories of
reading in EFL is given to serve as a theoretical foundation to discuss English
reading lessons from secondary level to tertiary level in Indonesia and to provide
general implications to improve the English course at IPB.
The results indicate that staff reading expectation in English is high in
comparison to the students' level of English and in that all eight types of reading
activities listed in the questionnaires were expected. There are some different
expectations across the study programs. However, the most relevant finding to
note in regard to the the English course is that reading English texts as review of
literature for research proposes and reading English texts for writing assignments
were expected across all the study programs.
It is also found that reading English texts for academic purposes was still
a problem for the majority of student respondents and there are various
interesting reading strategies used by the student to cope with the English needs
of their studies. However, further investigation is essential to assist the students
with reading problems since the results do not specify the nature of reading
problems and methods used by the respondents.
A significant correlation is found between scores in English and
agricultural subjects at the level of 5% and 1% by the Spearman rank- order and
the Pearson product-moment correlation formulas. This implies that English is
central to the students' success in their postgraduate studies, which is also
supported by the student respondents' opinions. General implications and
suggestions are provided to assist postgraduate with reading problems and to
improve the English course for the students.
29
Vang, Nguyen Xuan, and n/a. "An investigation of the English language needs of Vietnamese studying overseas." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.170645.
Full textAbstract:
Vietnam has been sending a lot of people overseas for study and training
but the results obtained from overseas study and training are not
satisfactory owing to language deficiency. This has prompted the present
study which aims to investigate the language problems and language
needs of Vietnamese going overseas for study and training.
Chapter 1 presents the justification and objectives of this Study Project
Report.
Chapter 2 gives some insight into the definition of English for Specific
Purposes (ESP), its development, and the situation of English language
teaching and ESP teaching in Vietnam.
Chapter 3 discusses the nature of analysis and its role in ESP course
design, types of needs of learners of English, and the methods of collecting
information for needs analysis.
Chapter 4 examines the noticeable problems of Vietnamese learners of
English in overseas settings in terms of difficulties in language, study skills,
and cultural differences by carrying out through a survey and a case study.
Chapter 5 specifies three kinds of English that Vietnamese in general will
needs for study and training in overseas settings: English for survival
needs, English for social needs, and English for descipline-specific needs.
Finally, some conclusions and recommendations are presented in the last
chapter.
30
Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
31
Nguyen, Thi Hong, and n/a. "Towards a professional development program for teachers of English in Vietnamese high schools." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.
Full textAbstract:
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
32
Seliman, Salbiah. "The genre and the genre expectations of engineering oral presentations related to academic and professional contexts." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/1778.
Full textAbstract:
This research was done to find out if engineering oral presentations (EOPs) are a genre, if there are systematic differences between EOPs delivered by native speakers (NSs) and non-native speakers (NNSs) of English, if there are systematic differences between EOPs delivered by novices and experts and, if the engineering discourse community (DC) members have beliefs concerning what constitute 'good' EOPs. One engineering seminar and four engineering conferences carried out in Malaysia and the UK between March and September 1994 were participated. From this participant observation exercise, 100 questionnaires were gathered and responses analysed; sixty-eight EOPs delivered by NSs and NNSs were transcribed and analysed using Genre Analysis frameworks. Results from the analysis of EOPs were counterchecked with the responses in the questionnaires. It was found that EOPs did have describable characteristics which qualify them as a genre; There were few differences between EOPs delivered by NSs and NNSs of English because the latter tend to follow the former; There were describable differences between EOPs delivered by experts and novices. The engineering DC members did have their genre expectations but not all of their beliefs concerning what constitute 'good' EOPs were possible to materialise in actual occasions because of certain unavoidable constraints. These constraints were found to be affecting the variants of the genre more than the invariants. These variant-invariant elements were found to be related to the characteristics of exemplars, prototypes, prestige markers and the patterns of imitations of NNSs and novices of the engineering DC members. 'Ecological validity' was pointed out to be one of the ways of achieving the reliability and the validity of the research. Potential teaching implications were also discussed. Unavoidable limitations of the research were pointed out and finally immediate and longer term research projects have been identified.
33
Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.
Full textAbstract:
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
34
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.
Full textAbstract:
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.
35
Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.
Full textAbstract:
This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.
36
Ahlbrecht, John James. "College Student Rankings of Multiple Speakers in a Public Speaking Context: a Language Attitudes Study on Japanese-accented English with a World Englishes Perspective." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4334.
Full textAbstract:
This language attitudes study used a matched guise technique to compare participant reactions of American-accented English to Japanese-accented English. Participants (n = 40) were college educated adults living in the Portland area who completed an online survey which measured characteristics related to Status, Solidarity, and Dynamism using semantic differential Likert scales. Results showed that while Japanese-accented English received less favorable ratings on the Status and Solidarity dimensions on a statistically significant level, the small effect size may have indicated that the differences were negligible. Interpreting the results from the data through the World Englishes Kachruvian paradigm, it is argued that English learners and users would benefit by focusing more on achieving intelligibility than on attaining perfect control of an idealized variety of English.
37
Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.
Full textAbstract:
This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments.Department of English
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Mohamed, Ayman Ahmed Abdelsamie. "Investigating incidental vocabulary acquisition in ESL conversation classes." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12165/.
Full textAbstract:
This study examined incidental receptive and productive vocabulary gains within conversation-class interactions. Eleven Mexican learners of English attended four videotaped conversation lessons where 40 target words were incorporated in different types of exposure. Stimulated recall interviews with students highlighted the effect of cognates, learners' access to passive vocabulary, and use of their vocabulary knowledge in learning related words. Posttests revealed a correlation between frequency and receptive/productive gains. Mean scores showed that words mentioned with synonyms were learned most often, followed by task-essential words and last those mentioned without explanation. A two-way ANCOVA revealed main effects for cognates, and a statistical interaction between cognate status and types of exposure. A statistical correlation was found between receptive and productive gains. Aptitude scores correlated with productive gains but not with receptive gains. The results provide implications for ESL teachers who consider incidental learning of vocabulary within their conversation lessons.
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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.
Full textAbstract:
Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.
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Rezvani, Geeta. "A study of the impact of California Proposition 227 on the identification and placement of English language learners in special education programs and services in California public schools." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/572.
Full textAbstract:
This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were.
This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators.
The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227.
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Neville, Katrina Lee, and katrina neville@rmit edu au. "Channel Compensation for Speaker Recognition Systems." RMIT University. Electrical and Computer Engineering, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080514.093453.
Full textAbstract:
This thesis attempts to address the problem of how best to remedy different types of channel distortions on speech when that speech is to be used in automatic speaker recognition and verification systems. Automatic speaker recognition is when a person's voice is analysed by a machine and the person's identity is worked out by the comparison of speech features to a known set of speech features. Automatic speaker verification is when a person claims an identity and the machine determines if that claimed identity is correct or whether that person is an impostor. Channel distortion occurs whenever information is sent electronically through any type of channel whether that channel is a basic wired telephone channel or a wireless channel. The types of distortion that can corrupt the information include time-variant or time-invariant filtering of the information or the addition of 'thermal noise' to the information, both of these types of distortion can cause varying degrees of error in information being received and analysed. The experiments presented in this thesis investigate the effects of channel distortion on the average speaker recognition rates and testing the effectiveness of various channel compensation algorithms designed to mitigate the effects of channel distortion. The speaker recognition system was represented by a basic recognition algorithm consisting of: speech analysis, extraction of feature vectors in the form of the Mel-Cepstral Coefficients, and a classification part based on the minimum distance rule. Two types of channel distortion were investigated: Convolutional (or lowpass filtering) effects Addition of white Gaussian noise Three different methods of channel compensation were tested: Cepstral Mean Subtraction (CMS) RelAtive SpecTrAl (RASTA) Processing Constant Modulus Algorithm (CMA) The results from the experiments showed that for both CMS and RASTA processing that filtering at low cutoff frequencies, (3 or 4 kHz), produced improvements in the average speaker recognition rates compared to speech with no compensation. The levels of improvement due to RASTA processing were higher than the levels achieved due to the CMS method. Neither the CMS or RASTA methods were able to improve accuracy of the speaker recognition system for cutoff frequencies of 5 kHz, 6 kHz or 7 kHz. In the case of noisy speech all methods analysed were able to compensate for high SNR of 40 dB and 30 dB and only RASTA processing was able to compensate and improve the average recognition rate for speech corrupted with a high level of noise (SNR of 20 dB and 10 dB).
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Rezvani, Geeta. "A study of the impact of California Proposition 227 on the identification and placement of English language learners in special education programs and services in California public schools : a dissertation." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/572.
Full textAbstract:
This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were.
This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators.
The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227.
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Holmes, Kelly, and n/a. "Stereotypes of Maori : influence of speaker accent and appearance." University of Otago. Department of Psychology, 2000. http://adt.otago.ac.nz./public/adt-NZDU20070620.094023.
Full textAbstract:
Research has consistently shown that there are anumber of negative stereotypes held by Pakeha towards Maori. However, some of these studies have been flawed by low participant identification rates of Maori. Furthermore, none of these studies have examined the role of accent and appearance on evaluations when both pieces of information are presented together. The present study sought to address these limitations and to verify the current stereotypes associated with Maori. A videotape of eight speakers reading an identical short story was shown to one hundred and sixty-four high school students. Participants were assigned to one of two conditions. In the auditory presentation participants heard but did not see the speakers. In the visual presentation participants heard and saw the speakers. Of the eight speakers, half looked Pakeha and half looked Maori. Furthermore half spoke with a Maori English accent and half spoke with a Pakeha English accent. Results showed that use of Maori English speakers led to higher Maori identification rates by participants in the auditory presentation. Furthermore, for status variables and Maori in particular, accent appeared to amplify the evaluative effects of appearance. It was also found that the longstanding negative stereotypes of Maori still exist. Finally, though not the focus of the present study, it was found that overall younger and older high school students had similar evaluations of Maori and Pakeha. The implications of these results, particularly to the educational, employment and law enforcement sectors of society are discussed.
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Cecil, Margaret Celia. "Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2774.
Full textAbstract:
This thesis explores the need for a professional writing track in the Master of Arts in English composition program at California State UnIversity, San Bernardino. The current English literature, English composition, and TESL (Teaching English as a Second Language) tracks are discussed as well as the certificate in professional writing currently available.
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Noah, O. P. "Evaluation of speaker adaptation algorithms for public access IVR server." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/5135.
Full textAbstract:
Word processed copy.Includes bibliographical references.
IVR servers are telephony-based applications that allow a user to interact with a series of menus in order to retrieve information. For many years users have commonly used key pads to interact with IVR servers. As a result users have experiences numerous benefits in obtaining information from these servers. However, speech recognition is fast becoming a popular way of interacting with IVR servers. ... This study is concerned with evaluating the suitability of speaker adaptation methods for improving the performance of the modern speech recognition using minimal time
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Wildermoth, Brett Richard, and n/a. "Text-Independent Speaker Recognition Using Source Based Features." Griffith University. School of Microelectronic Engineering, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040831.115646.
Full textAbstract:
Speech signal is basically meant to carry the information about the linguistic message. But, it also contains the speaker-specific information. It is generated by acoustically exciting the cavities of the mouth and nose, and can be used to recognize (identify/verify) a person. This thesis deals with the speaker identification task; i.e., to find the identity of a person using his/her speech from a group of persons already enrolled during the training phase. Listeners use many audible cues in identifying speakers. These cues range from high level cues such as semantics and linguistics of the speech, to low level cues relating to the speaker's vocal tract and voice source characteristics. Generally, the vocal tract characteristics are modeled in modern day speaker identification systems by cepstral coefficients. Although, these coeficients are good at representing vocal tract information, they can be supplemented by using both pitch and voicing information. Pitch provides very important and useful information for identifying speakers. In the current speaker recognition systems, it is very rarely used as it cannot be reliably extracted, and is not always present in the speech signal. In this thesis, an attempt is made to utilize this pitch and voicing information for speaker identification. This thesis illustrates, through the use of a text-independent speaker identification system, the reasonable performance of the cepstral coefficients, achieving an identification error of 6%. Using pitch as a feature in a straight forward manner results in identification errors in the range of 86% to 94%, and this is not very helpful. The two main reasons why the direct use of pitch as a feature does not work for speaker recognition are listed below. First, the speech is not always periodic; only about half of the frames are voiced. Thus, pitch can not be estimated for half of the frames (i.e. for unvoiced frames). The problem is how to account for pitch information for the unvoiced frames during recognition phase. Second, the pitch estimation methods are not very reliable. They classify some of the frames unvoiced when they are really voiced. Also, they make pitch estimation errors (such as doubling or halving of pitch value depending on the method). In order to use pitch information for speaker recognition, we have to overcome these problems. We need a method which does not use the pitch value directly as feature and which should work for voiced as well as unvoiced frames in a reliable manner. We propose here a method which uses the autocorrelation function of the given frame to derive pitch-related features. We call these features the maximum autocorrelation value (MACV) features. These features can be extracted for voiced as well as unvoiced frames and do not suffer from the pitch doubling or halving type of pitch estimation errors. Using these MACV features along with the cepstral features, the speaker identification performance is improved by 45%.
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Yazdi, Elmira. "Loafing in the Audience or Fear in the Speaker." Thesis, Växjö University, School of Social Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2058.
Full textAbstract:
This exploratory study examined the relationship between public speaking anxiety levels indicated by scores on the Personal Report of Confidence as a Speaker questionnaire (PRCS: Paul, 1966) and evaluation probability on a wide domain of evaluation items reflected by scores on the Audience Attention Allocation questionnaire (devised for the purpose of this study). A large student sample (n=220) completed the PRCS as well as the AAA questionnaire. The AAA assessed the perceived allocation of the attentional resources of the audience members during a speech by asking respondents to rate how probable it is that a speaker is evaluated on a set of domains. The results of regression analyses indicated that AAA scores, Gender, and Study year were significant predictors of PRCS scores accounting for 8.5% of the variance. More interestingly, the nature of results obtained was contrary to the hypothesis of the study. It was in fact revealed that subjects scoring low on the AAA questionnaire, indicating less likelihood that audience members make evaluations about the speaker on a variety of items, tended to have higher anxiety scores. The results are discussed in terms of defense mechanisms and response bias.
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Lassalle-Gharios, Jocelyne. "La rencontre de l'enfant libanais avec le livre : entre littérature pour la jeunesse française et francophone." Thesis, Artois, 2011. http://www.theses.fr/2011ARTO0006/document.
Full textAbstract:
Bien qu’arabophones, c’est en français que les enfants lisent principalement, langue qui est également, pour la majorité d’entre eux, celle de l’enseignement. Les éditeurs libanais francophones ne proposant qu’une production extrêmement réduite, les enfants vont devoir se tourner vers des romans français dont ils ne sont pas les destinataires premiers. Pour eux, se pose alors la question de la réception de ces romans où il leur sera difficile de se retrouver sachant que ces livres tournés vers la contemporanéité, donnent à voir la réalité sociale d’un monde qui n’est pas le leur.Aménagée en trois parties, la thèse apporte d’abord un éclairage sur certains particularismes culturels, linguistiques et éducatifs constitutifs de l’identité libanaise. Pour mieux comprendre le rapport des enfants avec la lecture, les productions des éditeurs francophones de jeunesse sont présentées ainsi que les structures publiques, privées ou associatives qui permettront la rencontre avec les livres. La seconde partie se concentre sur la réception par les enfants libanais du paratexte et de l’incipit d’un corpus de romans français destinés aux 8/11 ans. Cette analyse explicite les stratégies de séduction privilégiées par les éditeurs et les auteurs français. La troisième partie présente la production éditoriale des fictions francophones destinées au marché scolaire ainsi que les particularités de leur forme d’écriture. Le traitement fictionnel de certaines représentations sociales dans des titres français et libanais francophones est ensuite abordé comme les rôles parentaux, l’éducation, la mort et la guerre, dans les romans ayant le Liban comme thématiqueDespite speaking Arabic as their mother tongue, it is French that children mostly read, obviously because French is - for the majority of them - the medium of instruction. However, Lebanese publishers of French-speaking books offer a very narrow selection, hence the children’s turning to French novels whom they are not the first recipients. But how do these children receive such novels? It would be difficult for them to identify with these modernity-oriented-books that portray the social reality of a world that is not theirs. This threefold-thesis first provides insight into a number of specific cultural, linguistic and educational constituents of the Lebanese identity. And to better understand the relationship between children and reading, the first part presents the productions of French-speaking publishers of youth novels, along with public, private and other community facilities that organize “book encounters”.The second part studies the Lebanese children’s reception of the paratext and the incipit of a corpus of French novels written for the 8/11 year olds. This analysis explains the strategies of appeal favored by French publishers and authors.The third part describes the editorial production and specific writing style of Lebanese French-speaking fiction intended for the school market. The fictional approach of some social representations in French and Lebanese French-speaking books is then tackled, such as parenting, education, death and war in Lebanon- themed novels
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Amireault, Valerie. "Etude comparative des representations culturelles des etudiants de niveaux debutant, intermediaire et avance des colleges anglophones publics de Montreal envers la langue francaise et les Quebecois dont la langue d'usage est le francais." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29492.
Full textAbstract:
This work presents the results of a study on the development of cultural representations held by students from four public English-speaking colleges (cegeps) in the Montreal area towards the French language and Quebecers whose language of use is French. Our survey instrument aimed at knowing these cultural representations and at identifying different factors likely to influence the development of these representations according to the French level in which students are registered, either beginner or intermediate and advanced.Our hypothesis is that students registered in the intermediate and advanced levels hold more positive cultural representations than beginners, therefore that there exists a significant difference between participants from both groups. In order to verify this hypothesis, a questionnaire, based on procedural knowledge and the affective domain, has been administered to 449 students from four different cegeps. The analysis of data linked to procedural knowledge demonstrates that there is indeed a significant difference between both groups with regards to the different factors that are likely to influence the development of cultural representations, with the exception of the travelling frequency of members of the participants' family. Furthermore, our analysis for the affective domain partly confirmed that students enrolled in intermediate and advanced courses in French generally hold more positive cultural representations towards the French language and Quebecers whose language of use is French than beginners.
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Silva, Izabel Larissa Lucena. "A expressÃo da evidencialidade no discurso polÃtico: uma anÃlise da oratÃria polÃtica da AssemblÃia Legislativa do CearÃ." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2584.
Full textAbstract:
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoFundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
Este trabalho tem como objetivo investigar a expressÃo da evidencialidade e sua relaÃÃo com os graus de comprometimento dos oradores com os conteÃdos enunciados na construÃÃo da argumentaÃÃo no discurso polÃtico. Para tal fim, analisamos trinta discursos (subdivididos em dois grupos temÃticos: 1 grupo â a vinda da Refinaria de PetrÃleo para o CearÃ; 2 grupo â a TransposiÃÃo do Rio SÃo Francisco), proferidos no Pequeno Expediente de SessÃes OrdinÃrias na AssemblÃia Legislativa do Estado do CearÃ, durante o perÃodo de 2005 e 2006. A evidencialidade à analisada, neste trabalho, quanto aos aspectos sintÃticos (meio lingÃÃstico, posiÃÃo no enunciado), semÃnticos (tipo de fonte, estratÃgia de veiculaÃÃo da informaÃÃo no enunciado, o que està diretamente relacionado ao modo como o enunciador deseja demonstrar que obteve a informaÃÃo por ele apresentada) e pragmÃticos (graus de comprometimento do polÃtico com o conteÃdo do seu discurso, imagens por ele suscitadas no processo argumentativo, papÃis discursivos assumidos pelos itens evidenciais). Sustentamos a hipÃtese de que fatores de ordem conceptual, interacional e contextual, como os propÃsitos enunciativos do polÃtico, as condiÃÃes de produÃÃo e a imagem que esse polÃtico deseja construir de si ante o auditÃrio, condicionam a manifestaÃÃo da evidencialidade, o tipo de qualificaÃÃo evidencial, bem como os efeitos de sentido de (des)comprometimento do polÃtico com o seu discurso. Adotamos, principalmente, a base teÃrica funcionalista, em que o usuÃrio assume papel central na investigaÃÃo; a descriÃÃo lingÃÃstica inclui, portanto, referÃncia ao falante, ao ouvinte e a seus papÃis e estatutos definidos na interaÃÃo verbal (DIK, 1989). Os resultados obtidos revelam que, na construÃÃo da argumentaÃÃo no discurso polÃtico, predomina o uso de marcas evidenciais do tipo relatado de fonte definida, comprovando que o polÃtico prefere nÃo se comprometer com a informaÃÃo reportada, assegurando ao interlocutor a possibilidade de avaliar por si sà a validade da informaÃÃo, de acordo com a qualidade da fonte expressa. Com relaÃÃo Ãs marcas evidenciais que assumimos como atinentes ao eixo do enunciador (experienciais, inferenciais e subjetivas), verificamos que, embora em menor quantidade, constituem estratÃgias importantes na construÃÃo de imagens legitimadoras da aÃÃo polÃtica, jà que o enunciador se mostra como alguÃm convicto de suas idÃias e projetos. Quanto aos aspectos morfossintÃticos da evidencialidade, observamos que o verbo à o meio de expressÃo mais freqÃente dessa categoria, ocupando, majoritariamente, a posiÃÃo intercalada (entre a fonte e o conteÃdo enunciado).
The present research aims at investigating the expression of evidentiality and its relation to the degrees of public speakerâs commitment with the contents uttered in political speech argumentationâs construction. Thirty speeches, subdivided in two thematic groups: 1) the arrival of a petrol refinery in the state of CearÃ; and 2) the transposition of SÃo Francisco River, and delivered in the Small Expedient of Ordinary Sessions in the State legislature of CearÃ, from 2005 to 2006, consisted the corpus of analysis. In this work, evidentiality analysis is concerned with the syntactic aspects (linguistic contexts, position in the statement), semantic (type of source, strategy of informationâs dissemination in the statement, what is directly related to the way as the speaker desires to demonstrate that he got the information presented by himself) and pragmatic (degrees of commitment of the politician with the content of his speech, elicited images in the argumentative process, discursive roles assumed by the items of evidence). We support the hypothesis that factors of conceptual, interacional and contextual order, as the communicative intentions of the politician, the conditions of production and the image that this politician desires to construct of himself before the audience, condition the evidentiality manifestation, the type of evidential qualification, as well as the (lack of) commitmentâs effects of meaning from the politician with his speech. We adopted, mainly, the functionalist theoretical basis, in which the user assumes a central role in the inquiry; the linguistic description includes, therefore, reference to the speaker, to the listener and to their roles and statutes defined in the verbal interaction (DIK, 1989). The results reveal that, in political speech argumentationâs construction, the use of evidences marks from the cited defined type of source prevails, proving that the politician prefers not to commit himself to the reported information, assuring to the interlocutor this responsibility to evaluate the validity of the information, in accordance with the quality of the expressed source. With regard to the evidential marks that we assume as referents of the speakerâs axis (inferential and subjective experiences), we verify that, although in lesser amount, they constitute important strategies in the construction of political actionâs legitimating images, since the speaker shows confidence in his ideas and projects. Concerning the morphosyntatic aspects of the evidentiality, we observe that the verb is the way of more frequent expression of this category, occupying, mainly, the intercalated position (between the source and the declared content).