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Dissertations / Theses on the topic 'TEFL (teaching English as a foreign language)'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Huang, Dongqiu. "Indigenous languages and TEFL in a senior school in Taiwan." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250502.

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2

Aloysius, Mahan. "Problems of English teaching in Sri Lanka : how they affect teaching efficacy." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622477.

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Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 stud

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3

Ashour, Ashour Kassim. "Language support for Bahraini TEFL teachers and pupils in the primary cycle." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278533.

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4

Ameer, Sundus. "ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/21053/.

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In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following an assimilative framework (Blackledge, 2005; Blommaert & Verschueren, 1998). This seven months mixed methods study investigates whether the goal of social integration of immigrants can be achieved through the ESOL for citizenship course and the ways in which this course can affect their identity. It also investigates the effects of the government’s policy on classroom pedagogy. The data was collected in Manchester and La

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5

Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2010<br>English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival th

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6

Nguyen, Phung Tien. "Developing the evaluative language competence of teacher education students in Teaching English as a Foreign Language (TEFL) courses in Vietnam." Phd thesis, Australian Catholic University, 2020. https://doi.org/10.26199/acu.8vyx0.

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This study aimed to investigate how tertiary TEFL teacher education students‟ evaluative language competence can be extended through explicit teaching of linguistic descriptions of resources for expressing attitudinal meanings in English. In particular, it sought to determine how tertiary TEFL courses informed by the Appraisal framework (Martin & White, 2005) and text-based pedagogy (Feez & De Silva Joyce, 2012) can be designed and implemented to improve students‟ evaluative language competence. It also aimed to examine how such courses can extend students‟ evaluative language repertoires, and

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7

Urmston, Alan. "Learning to teach English in Hong Kong : effects of the changeover in sovereignty." Thesis, University of Bedfordshire, 2003. http://hdl.handle.net/10547/314147.

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Teachers undergo changes in their beliefs, knowledge and practices on an individual level as they learn how to teach. If society undergoes significant change, as Hong Kong did during the transition from British to Chinese rule in 1997, then social groups within society such as teachers are likely to react to change in different and complex ways. The purpose of this investigation is to exam.ine the changes experienced by teachers of English in Hong Kong, with a focus on teachers who received their teacher preparation at one Hong Kong institution during the final years leading up to the transiti

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8

Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the J

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9

Dunlea, Jamie. "Validating a set of Japanese EFL proficiency tests : demonstrating locally designed tests meet international standards." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/618581.

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This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three

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10

Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.

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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing u

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11

Chan, Sathena Hiu Chong. "Establishing the validity of reading-into-writing test tasks for the UK academic context." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/312629.

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The present study aimed to establish a test development and validation framework of reading-into-writing tests to improve the accountability of using the integrated task type to assess test takers' ability in Academic English. This study applied Weir's (2005) socio-cognitive framework to collect three components of test validity: context validity, cognitive validity and criterion-related validity of two common types of reading-into-writing test tasks (essay task with multiple verbal inputs and essay task with multiple verbal and non-verbal inputs). Through literature review and a series of pil

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12

Bai, Li. "Enhancing research productivity of TEFL academics in China." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41732/1/Li_Bai_Thesis.pdf.

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As research has become an important indicator of TEFL academics’ overall performance in Chinese higher education institutions, it is critical that TEFL academics are able to meet the expectation of conducting research. This mixedmethod study investigated research productivity of Chinese TEFL academics and associated influences, with the ultimate objective of constructing a framework to help build their research capacity in the future. Using an initial survey, the study provided a snapshot of research productivity of 182 TEFL academics from three Chinese higher education institutions, and indiv

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13

Cataldo, Lisa. "Teaching English to Young Swedes; when and why?" Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29927.

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As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary scho

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14

Buckhoff, Michael John. "The explicit teaching of implicature to ESL students and its effect on their performance on the listening section of the Test of English as a Foreign Language." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1551.

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15

Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.

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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number

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Sole, Elen Del. "Habilidade intercultural e ensino de língua estrangeira: uma amostragem com uso de material autêntico." Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/2198.

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Made available in DSpace on 2016-03-15T19:46:11Z (GMT). No. of bitstreams: 1 Elen Del Sole.pdf: 1119476 bytes, checksum: 222fa8bddb42e6cbb98ff7e00436c997 (MD5) Previous issue date: 2014-10-22<br>This study aims at adding some considerations on the development of intercultural competence in teaching English as a foreign language teaching (TEFL). The corpus under analysis has consisted of the observation of a group of adult students linguistical behavior in English as a foreign language classes within a 12 months ́ period of time. The programme content has been elaborated in such a way t

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17

Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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18

Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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19

Turkan, Sultan. "Content Representations in Teaching English as a Foreign Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.

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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classr

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20

Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.

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Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depic

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Dongilli, Sophia J. "Separable English phrasal verbs: a comparison of L1 English speakers and L1 Spanish speakers of L2 English." Kansas State University, 2015. http://hdl.handle.net/2097/19120.

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Master of Arts<br>Department of Modern Languages<br>Earl K. Brown<br>How to teach phrasal verbs to L2 learners of English has been the subject of debate in Teaching English as a Foreign Language (TEFL) courses and materials alike. These multi-part verbs, consisting of a verb and one or more particles, convey a new lexical meaning different from their individual parts. Further complicating this is the fact that some transitive phrasal verbs can be separated from their particles to varying degrees by a direct object. Though variables affecting verb-particle separation lie below the level of cons

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22

Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.

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23

Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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Amir, Alia. "Doing Language Policy : A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes." Doctoral thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100202.

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This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-language-only policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease

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25

Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in

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26

Romero, Gloria. "Volunteer English Teaching Experiences in a Foreign Country: A Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23208.

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Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a

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Lee, Eun Jeong. "THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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29

Vick, Eileen Sylvia Joy. "Shaping cultural realities : simulations in teaching English as a foreign language." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/20831/.

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Simulations have increasingly been used in education since the 1960s in various fields, such as politics, geography, psychology and sociology, with the aim of providing students with an opportunity to apply their theoretical knowledge to practical, often communicative contexts. They are also regarded as a useful vocational training tool for people working in jobs requiring an ability to communicate, such as diplomats, members of the medical professions, business people and administrators. The existence of umbrella organisations which aim to provide opportunities for a multi-disciplinary exchan

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Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.

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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.

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Yen, Alvin Charles. "The intelligences of creative English-as-a-foreign-language learning." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2737.

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This project provides a model for incorporating creativity in teaching English as a foreign language (EFL). It includes an instructional unit comprised of six lessons followed by accompanying assessments. Culture and language cannot be separated as students learn a foreign language.

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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.

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33

Lockhart, Domeño Edward Alvar. "English as a Foreign Language through Whole Brain Teaching in Primary School." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/401558.

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Aquesta tesi explora la utilització de la metodologia generalista denominada "Whole Brain Teaching" a l'àmbit de l'ensenyament de l'anglès com a llengua estrangera a l'educació primària. La tesi mira de demostrar que les diverses tècniques i elements d'aquesta metodologia poden afavorir el procés d'adquisició de la llengua estrangera pel que fa al domini general de la llengua (comprensió oral, comprensió escrita, expressió oral i expressió escrita) i d'adquisició del vocabulari així com la motivació de l'alumnat (factor clau en el procés d'adquisició de llengües estrangeres). Per verificar a

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Won, SunHwa. "Coaching as a teaching model in English as a foreign language classroom." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2167.

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The purpose of this project is to examine interactive methodologies which provide effective EFL instruction and curricula that foster listening, speaking, and reading through the teaching of writing, peer review, and oral presentation skills.

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Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.

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Chapter 1 introduces the aims and objectives of the study. It is followed by an analysis of the present situation at the Hanoi Foreign Language Teachers College and the problems encountered by teachers and administrators in ensuring the maximum efficiency of the EFL programme. The Report continues by asking a number of pertinent questions about the methodology and techniques used in the teaching of reading. This, in turn, is linked with theoretical considerations which the writer examines at some length taking into account numerous issues about language processing, cognition, expectation and m

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Apelgren, Britt Marie. "Foreign language teachers' voices : personal theories and experiences of change in teaching English as a foreign language in Sweden." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323900.

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Ayvazyan, Nune. "Communicative translation in foreign-language teaching and learning." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/462921.

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La traducció ha estat considerada com una eina comunicativa d'ensenyament i aprenentatge de llengües estrangeres des de finals dels anys seixanta, encara que es necessita més investigació empírica per provar la seva efectivitat. Aquesta investigació, que defineix la “comunicativitat” com participació activa a classe, analitza com els índexs de participació dels estudiants (quantificats com a interacció iniciada pel professor o iniciada per l'estudiant) canvien a classe quan es fan servir les activitats de traducció en comparació amb les classes només en anglès. L'experiment es va dur a terme a

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Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.

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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.

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Zhang, Tianqi. "Teaching unit on pets for English language learners." Kansas State University, 2015. http://hdl.handle.net/2097/19701.

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Master of Arts<br>Modern Languages<br>Mary T. Copple<br>Due to the fact that some English as a foreign language students lack motivation to learn English, this report will discuss how to promote their motivation by structuring appropriate lesson plans; giving students authentic L2 input; designing meaningful and communicative activities; choosing the right type of question to create learning opportunities; and using the guided inductive instructional approach for grammar teaching. Also, it will discuss how to prepare to be a 21st century teacher. The second part of this report contains detaile

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Masube, Elizabeth Tobani. "The influence of teacher discourse moves on comprehensibility of language content by English first additional language (EFAL) learners." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/642.

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Thesis (M.ED.) --University of Limpopo, 2010<br>This study was intended to investigate how teacher discourse moves influence comprehensibility of language content by the English First Additional Language (EFAL) learner and promote active participation by the learner in classroom interaction. The research is a Case Study which was conducted at a primary school in the Greater Sekhukhune District in Limpopo Province The Qualitative research approach was applied in the Case Study since the research is concerned with experience as it is lived ‘or felt’ or ‘undergone’ by participants. the key concer

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Kusanagi, Yuka. "The roles and functions of teacher gesture in foreign language teaching." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/357117.

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Language Arts<br>Ed.D.<br>This study is a qualitative and descriptive investigation of teacher gestures in EFL education. The specific aim is to describe the types, roles, and functions of gestures that are produced by native English speaking teachers in English as foreign language (EFL) classrooms in Japan by examining naturally occurring interactions. In addition to teacher gesture, I included some nonverbal behaviors such as suprasegmental features, nodding, and gaze direction so as to understand classroom interaction and communication in EFL classrooms. In order to accomplish these aims I

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Powell, Deborah Sue. "Increasing cognitive functioning in science for English language learners." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/3024.

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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the lingui

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Ito, Genji. "Teaching EFL reading in Japanese High Schools : an exploratory study." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390756.

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Sobyra, Angela Meredith. "Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89753/1/Angela_Sobyra_Thesis.pdf.

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This case study examined the use of global English language teaching coursebooks by five teachers to teach English language use to students in Thailand where English is a foreign language. Despite the complexities of English language use in Thailand, the coursebook and teachers emphasised sets of decontextualised linguistic structures to teach speaking and conversation. The students interpreted and applied the structures in different ways with varied awareness of the effects of their linguistic choices. Teachers were constrained by the coursebook, their understandings of culture, and knowledge

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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register. Two corpora of 30 research essa

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Lo, Wing-kum Louisa. "A study on the impact of the enhanced native-speaking English teacher (NET) scheme on its participating teachers (NETs) in their first year of teaching in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190513.

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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible wit

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50

Berwick, Richard. "The effect of task variation in teacher-led groups on repair of English as a foreign language." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29230.

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An experiment was conducted to determine how learners and teachers of English as a foreign language in Japan cooperatively attempt to improve the comprehensibility of their talk in English during performance of various conversational tasks. The basic practical issue under study was the possibility that certain kinds of teacher-led groups and tasks would be more effective in generating repair and negotiation of the language by which tasks are accomplished than others, and that these group-task combinations might eventually be employed as alternatives to traditional teacher-fronted forms of fore

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