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1
Hughes, Jane. "A shared workspace for text-based teaching and learning : design requirements and pedagogical benefits." Thesis, University College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405278.
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Halliday, Frances E. (Frances Elizabeth). "The influence of an innovative curriculum on the quality of middle-school students' text-based summaries /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60077.
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This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more levels of important information than after instruction in the integrated phase (IP). Grade level differences in summary quality and integration were attributable to mean scores of students after CP instruction. Grade level did not interact with curriculum phase to influence students' representation of levels of important information. Cognitive ability did not interact with curriculum phases on the above-mentioned variables. Descriptive analysis suggests that declarative knowledge influences students' ability to interpret summary writing rules and procedures, thereby affecting summary quality.
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Tyala, Abegail Nomapha. "A framework for the analysis of Xhosa texts for teaching reading." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51571.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: This study investigates the reading process as addressed by Davies and Wallace in
their research. The key concept of the models of the reading process as explored by
Davies with reference to different researchers are examined. These researchers
include Gough, whose model of the reading process represents a bottom-up view of
the reading process, Goodman's model which reflects a top-down view of the reading
process and Rumelhart's interactive model which is an alternative to bottom-up and
top-down models. Davies advances a schema-theory which is the development of
Rumelhart's interactive model. The study also considers the model of Rayner and
Pollatsek as proposed by Davies, namely, the bottom-up interactive model of the
reading process. This model intends to be bottom-up, without excluding the
interactive features. A further model explored by Davies is that of Mathewson,
which incorporates affective factors in reading. Hedge, according to Davies,
developed the models of reading into a taxonomy of modes, anchors and drivers.
Modes represent the reading behaviours, anchors express knowledge sources, and
drivers typify the reading purposes. The study also considers Wallace's approach to
the reading process, which represents reading as a psycholinguistic as well as a
sociolinguistic process.
In addition, this study conducts an investigation of a practical framework for
describing and analysing texts; ways of describing differences amongst texts as
proposed by Wallace and the integration of different descriptions of texts. Levels of
text analysis and the theoretical foundation of the analytic procedure are considered.
The last part of this discussion provides some perspectives on reaching reading in the
outcomes-based curriculum for language, literacy and communication (see Appendix
B).
In the next part of the study an analysis of the Xhosa Bona magazine articles is
offered which commences with the recapitulation of the framework for the analysis of
texts. This framework includes elements such as the discourse type and genre; textual units and their functions; rhetorical functions and rhetorical patterns; text
cohesion; text coherence and language choice as a reflection of the writer's
communicative purpose or goal. Each article is analysed according to the framework
assumed. The study invokes Davies' analytic framework for the analysis of the Bona
magazine articles. The last part of this research explores the significance between
Davies' model and the requirements of outcomes-based language teaching.<br>AFRIKAANSE OPSOMMING: Die studie ondersoek 'n praktiese raamwerk vir die beskrywing en analise van tekste,
maniere vir die beskrywing van verskille tussen tekste soos voorgestel deur Wallace,
en die integrasie van die verskillende beskrywings van tekste. Die vlakke van
teksanalise en die teoretiese basis van die analitiese prosedure word bespreek. Die
laaste deel van hierdie bespreking skenk aandag aan perspektiewe oor die onderrig
van leesvaardigheid in die Uitkoms-gebaseerde kurrikulum vir die leerveld tale,
geletterdheid en kommunikasie (sien Bylae B).
In die volgende deel van die studie word 'n analise gedoen van Xhosa BONA
tydskrifartikels, wat begin met 'n rekapitulasie van die raamwerk vir die analise van
tekste. Hierdie raamwerk sluit elemente in soos diskoerstipe en genre, retoriese
funksies en taalkeuse as 'n refleksie van die skrywer se kommunikatiewe
doelstellings. Elke artikel word ontleed volgens die analitiese raamwerk van Davies.
Die laaste deel van die studie ondersoek die verband en betekenis van Davies se
leesmodel vir die onderrig van lees volgens die vereistes van die Uitkoms-gebaseerde
kurrikulum.<br>ISICATSHULWA:
Esi sifundo sijongene nophando ngendlela yokufunda njengoko indululwe
ngokaDavies noWallace kwiincwadi zabo. Le ngqikelelo yemifuziselo yofundo
njengoko iphononongwa ngulo kaDavies ngokubhekisele le ke kwizimvo zabacebi,
nayo iyahlolwa kwesi sifundo. Aba bacebi bale mifuziselo yale ngqikelelo yofundo
ngaba balandelayo; okaGough, omfuziselo wakhe wofundo ubonisa ukuba ufundo
luqala phantsi luye phezulu oko kukuthi, phantsi-phezulu, kanti yena uGoodman
uqikelela ufundo njengento eqala phezulu iye phantsi, oko kukuthi, phezulu-phantsi.
Kukho ke noluvo lokaRumelhart malunga nolu qikelelo-fundo. Vena uceba ufundo
okanye umfuziselo wofundo osebenzisanayo, futhi oluyenye indlela endaweni yezi
zimbini zit hi phantsi-phezulu okanye phezulu-phantsi. Ngaphaya koko, uDavies
uvelisa enye indlela ekwacetywa nguRumelhart, athi ukuyibiza yinkcazo-ngcingane
(theory) yeskima. Yona ikhulisa ikwaqhubela phambili le yomfuziselo
osebenzisanayo (interactive model). Isifundo esi sikwaluthathela ingqalelo uluvo
lukaRayner noPollatsek ngokuphakanyiswa nguDavies, olu ke lokuba bacebe
inkqubo yofundo oluqala phantsi luye phezulu luze luhlangane nolu lukaRumelhart
lokusebenzisana. Injongo yale nkqubo yofundo lwabo kukuba baqiniseke ngofundo
oluqala phantsi luye phezulu phofu bengakhange nakancinane balahle ezo mpawu
zolo fundo losebenziswano. Omnye umfuziselo wofundo owaziswa nguDavies
ngokaMathewson. Wona ke ubandakanya iimeko ezichukumisayo xeshikweni ubani
afundayo (affective factors). UDavies ukwasichazela nangoluvo lukaHedge othe
yena le mifuziselo (models) yokufunda wayihlela ngokwezintlu azibiza ngokuba
ziindlela zokuziphatha xa ufundayo (modes) okanye (reading behaviours), neeankile
(anchors) ezithetha indawo apho ubani afumana khona ulwazi (knowledge sources)
kunye nezo athi ngabaqhubi (drivers). Zona ke zibonisa iinjongo zokuba ubani
afunde oko asukuba ekufunda. OkaWallace ufundo olu ulubonisa ngeyakhe indlela
eyahlukileyo kwabanye aba. Ulubona njengenkqubo ehlanganisa inzululwazi
ngezengqondo edibaniselene nenzululwazi ngezolwimi, edibeneyo (unitary)
nekhethayo (and selective), kunye naleyo inenzululwazi ngoluntu neelwimi
(sociolinguistic). Ukongeza apho isifundo esi siphonononga indlela ephathekayo yokuchaza
nokucazulula okubhaliweyo (text analysis); iindlela ezahlukeneyo zokuchaza
umahluko phakathi kwezinto ezibhaliweyo. Oku ke kudibene nezimvo ezivela
kokaWallace. Ukuhlanganiswa kwezi ndlela zahlukeneyo zokuchaza okubhaliweyo;
imigangatho yokubhaliweyo (levels of text); eyiyeyona isetyenziswayo nefundwa
ngokubanzi jikelele; isiseko (basic) senkcazo eyingcingane senkqubo yocazululo
kwakunye ke nokuveliswa kweendlela ezimisiweyo ezahlukeneyo zolu calulo
lokubhaliweyo, zonke zikhankanyiwe kwesi sifundo. Indawo yokugqibela yolu
phando inika iinkcazelo ngamagama athile (terms) afumaneka kufundo ngeelwimi
olubhekiselele kwiziqhamo zokufundwayo (outcomes-based language study).
Emveni koku ke ngoku kulandela ucazululo-ncakasana lwamanqaku omhleli
kalindixesha wesiXhosa ekuthiwa yiBona, cazululo 010 oluqala ngokuwenza
amavandlakanya ngendlela lo kaDavies aceba ngayo ucazululo lokubhaliweyo. Le
ndlela ke yile ilandelayo; idiskhosi nejenra; iziqwengana zentetho ebhaliweyo
(textual units) nemisebenzi yazo; imisebenzi yeentetho zobuciko (rhetorical
functions), neendlela zobuciko (rhetorical patterns); ukunxibelelana nokuyondelelana
kokubhaliweyo (text coherence and text cohesion); nokhetho magamallwimi
ngendlela yokubonisa iinjongo nomyalezo wombhali (language choices as a
reflection of the writer's communicative goal and purpose). Inqakwana (article)
ngalinye kula sesithethe ngawo ngentla apha, licazululwa ngokwale ndlela ixeliweyo
endululwe ngulo kaDavies. Ngaphandle koko isifundo esi sihlola unxibelelwano
phakathi kwendlela yocazululo lokubhaliweyo ecetywa nguDavies kunye nendlela
athe la manqaku eBona acazululwa ngayo.
Ekugqibeleni kwako konke uphando olu luthabatha ingqalelo kumcimbi
wonxibelelwano phakathi kwendlela le kaDavies yocazululo nocalulo
lokubhaliweyo kunye nofundiso lolwimi olujongene neziqhamo
zokufundwayo (outcomes-based language teaching).
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秦嘉慧 and Ka-wai Cecilia Chun. "Effects of text structure-based knowledge and strategies on second language expository prose comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31241591.
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Zondi, Wilson Thembinkosi. "A genre-based pedagogical approach to teaching writing with reference to isiZulu texts." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53243.
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Thesis (MA)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by
various scholars and researchers, which illustrate linguistic elements that can be incorporated
into the teaching methodology of writing. Appropriately applied, these elements can develop
learners' analytical skills as advanced in Curriculum 2005 in the languages learning area.
A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions
of Ilanga newspaper has been performed. This analysis reveals that text construction reflects
generic factors such as the economic and social status of the community, its culture, which
influence the communicative purpose. An attempt is made to investigate in detail the
parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These
parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued
that once the learner has mastered the parameters for text construction and analysis, he/she
will be better equipped to achieve the learning outcomes specified for writing of Curriculum
2005.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë
van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit
kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie
doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders
se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van
Kurrikulum 2005.
'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende
uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon
dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en
sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling
beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die
etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu
tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel,
hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die
parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die
leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005.<br>OKUCASHUNIWE
Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo
bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa
emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori
mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo
njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005.
Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika
ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba
il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize,
siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo.
Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi :
Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani?
Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma
ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.
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Mbena, Siphokazi Grissel. "An analysis of the sports promotion text in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51589.
Full textAbstract:
Thesis (M.A.)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: This study explores how the theoretical framework pertaining to reading as advanced by Davies
(1995) can be employed to develop reading skills in Xhosa and to assist learners to see reading
as a process. Teaching reading to language learners has many problems. The critical thinking
relevant to reading and analysis of the text in teaching reading are examined. The study
explores the current genre approach in the analysis of Xhosa Bona Magazine with its articles.
The research of certain scholars like Davies, Wallace, Swales, and Cope and Kalantzis will be
explored, in particular, the hierarchy of five levels of text, as advanced by Davies.
Reading is an integral part of the school curriculum, and to use reading texts depends on the
purpose for which the educator wants to use it, i.e. to develop reading comprehension skills, to
present new vocabulary and structures, or as a basis for language practice. This study examines
reading in Outcomes-base Education (O.B.E.) as a current issue in South African education, to
determine how the specified outcomes relate to the framework for the development of reading
skills.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die teoretiese raamwerk vir die analise van tekste vir leesbegrip soos
voorgestel deur Davies (1995) aangewend kan word in die ontwikkeling van leesvaardigheid in
Xhosa en in die hulp aan leerders om lees as 'n proses te verstaan. Die onderrig van leesvaardigheid
word gekenmerk deur talle probleme. Hierdie studie ondersoek die kritiese denke wat relevant is vir
leesbegrip en die analise van tekste in Xhosa ter sprake in die onderrig van leesvaardigheid. Die
studie aanvaar die huidige perspektiewe van die genre-benadering vir die analise van die Xhosa
BONA tydskrifartikels. Die werk van bepaalde navorsers soos Davies, Cope en Kalantzis, Swales
en Wallace salondersoek word en, in die besonder, Davies se raamwerk van hierargiese vlakke vir
die beskrywing en analise van tekste.
Lees is 'n integrale deel van die skoolkurrikulum, en die gebruik van tekste vir die doeleindes van
leesonderrig hou verband met die meer spesifieke doelstelling waarvoor die onderwyser die tekste
wil gebruik, bv. om leesbegripvaardighede te ontwikkel, om nuwe woordeskat en strukture te
ontwikkel, of as basis vir taalgebruikoefening. Hierdie studie salook leesonderrig in uitkomsgebaseerde
onderrig onder die loep neem, as 'n huidige vraagstuk in taalonderrig, ten einde te
bepaal hoe die spesifieke uitkomste verband hou met die raamwerk vir die ontwikkeling van
leesvaardighede.
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Wong, Wai-kee Clara, and 黃偉基. "An evaluation of a vocabulary-training and text-based English reading programme for students in a Band 5 school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959891.
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Mohammed, A. M. M. "Error-based interlinguistic comparisons as a learner-centred technique of teaching English grammar to Arab students." Thesis, University of Salford, 1991. http://usir.salford.ac.uk/2143/.
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English is taught as a compulsory subject in general education and some higher education institutions in Sudan. Students are totally dependent on the five to six hours per week of language input provided through formal classroom instruction. Besides limited exposure to the language, there are other factors confounding the teaching and learning of English such as large classes, lack of books, untrained teachers, examination _oriented teaching and learning, and teaching grammarians' grammar. Such factors have contributed to the decline of standards in English to the extent that the pass mark in English has been reduced to 30 percent in the secondary school certificate examination. The students' interlanguage exhibits features indicating heavy reliance on literal translation from Arabic. At least 50% of their errors could be attributed to this interlinguistic transfer, a strategy which is frequently employed due to the lack of the requisite knowledge of the target language. Of all the detrimental factors, the teaching of grammar seems to be the one that is most directly related to the deterioration of the standard in English. It usually takes the form of giving rules, facts and explanations couched in metalinguistic terms, which is at variance with the learners' hypotheses formation process. Reciting rules and facts about the language is the only one thing that untrained teachers can do. Trained teachers also resort to giving rules and facts due to the fact that the situation in the schools and universities is not conducive to developing the language as a skill. Based on the fact that the effectiveness of foreign language teaching in general and the teaching of grammar in particular is greatly reduced when the focus is on giving rules and complicated grammatical analysis, it is the purpose of this study to explore the possibility that the teaching of grammar could profitably be based on the findings of recent studies on interlanguage and learning strategies. The study focusses on the interlinguistic transfer strategy through translation errors in an attempt to arrive at a learnercentred technique of teaching grammar. Based on the analysis of errors, providing students with simple contrastive comparisons between the native and the target language was articipated to be more effective than giving them abstract rules and metalinguistic explanations. The study provides empirical data verifying the effectiveness of simple interlinguistic comparisons in minimizing translation errors. An experiment was conducted in eight secondary schools and the University of Gezira in Wad Medani, Sudan. A total of 714 male and female Arabicspeaking students were pretested, matched and divided into two equal groups in each school. Based on the results of error analysis, two lessons, one normal and one experimental, were developed to teach the relative clauses in English. The normal lesson followed the traditional format of examples, rules and explanations couched in metalinguistic terms. The experimental lesson included terminology-free comparisons of relative clauses in English and Arabic. The two groups were taught by the same teacher in each school and the university. The same pretest was administered as a post-test. The matched group t test was used to compare the means of the active object relative clauses correctly produced by the two groups in each school. A significant difference was observed between the two groups. The experimental group performed better than the normal group. The t values were 6.387 (df=83), 3.240 (df=54), 1.969 (df=29), 1.758 (df=28), 3.043 (df=41), 4.586 (df=35), 2.651 (df=23), 3.030 (df=14), and 3.747 (df=41). The probability that the difference was due to chance was less than 5% in all cases. The findings supported the hypothesis that the error-based interlinguistic comparisons techniques would be more efficient than the currently used traditional technique in minimizing negative transfer errors. The implications of the findings on the teaching of grammar, error correction, materials development and teacher training are discussed together with the limitations of the study and the need for further research to confirm the findings before they can be generalized.
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Schreier, Virginia Anne. "Science Informational Trade Books: An Exploration of Text-based Practices and Interactions in a First-grade Classroom." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4840.
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Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks.
Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in which they demonstrated their interest in reading the texts, formed connections to science, used reading strategies, and adjusted to the text type and variations of text complexity.
The findings indicate the teacher's practices with SITBs were supportive of literacy and science learning for students at various levels of reading development. However, her inexperience with informational books and her preference for narrative demonstrates a need for training to assist her in providing guided and individualized reading instruction with SITBs, as well as provide students with full access to these texts in the classroom. Further, the teacher's overgeneralizations for science during instruction with SITBs indicates the need for training to strengthen her knowledge of science that would better prepare her to convey information and critically read information presented in these texts. Finally, the students' engagement with SITBs and their use of strategies to make sense of these texts on their own, indicates the first graders were motivated and capable readers of informational books.
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Blick, Adam. "Läsförståelse genom skärm och papper : En kvantitativ studie om elevers läsförståelse av traditionell papperstext och digital text." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84551.
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Studien tar avstamp i tidigare undersökningar om textmediers olika effekter och söker att svara på hur elevers läsförståelse påverkas av att läsa texter genom olika textmedium. Studien ville specifikt svara på om elevers inställning till textmediet de använder kan påverka deras läsförståelseförmåga. För att svara på detta användes material från tidigare PISA-undersökningar för att konstruera ett läsförståelsetest som undersökningsgruppen fick göra genom att läsa texter via en skärm eller en vanlig papperstext. Till studien fick undersökningsgruppen även svara på om en enkät där de fick beskriva sina upplevelser av läsning genom olika textmedium. Undersökningsgruppen bestod av sammanlagt 56 elever i årskurs 9. Resultaten visade att elevers inställning till textmediet kan ha påverkan på läsförståelseförmågan, och att elever med en preferens för traditionella papperstexter hade i genomsnitt bättre resultat på läsförståelsetestet. Undersökningens enkät visade att en majoritet av eleverna hade en preferens för papperstext, och att digitala texter generellt upplevdes vara mer obekväm att läsa.<br>This study uses previous studies about the different effects of text mediums as a starting point and seeks to answer how the reading comprehension of students is affected by reding texts through different textmediums. The study specifically sought to answer whether the reading comprehension of students is affected by their attitude towards the text medium being used. To answer this, the study used material from previous PISA-studies to construct a reading comprehension test which the surveyed group worked with by reading texts either through a screen or a traditional print-based text. The surveyed group also answered a survey where they got to describe their experiences of reading through different textmediums. The group was made up of 56 students in 9th grade. The results showed that students’ attitude towards text mediums may have affected reading comprehension, and that students with a preference for print-based texts had slightly higher average score on the reading comprehension test. The survey showed that a majority of students had a preference for print-based text, and that digital texts was generally considered to be less comfortable as a text medium.
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Mason, Amanda. "Integrating a focus on form into task-based language teaching : an investigation of four communicative tasks conducted by advanced learners of English using synchronous text-based computer-mediated communications." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/6010/.
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Canton, Reinaldo L. "Effects of constructed response contingencies in web-based programmed instruction on graphing compared to cued-text presentation of the same information." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001259.
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Baxter, Andrew C. "The Effect of an iPad Application with Systematic Instruction on ELA Related Skills for High School Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3060.
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The following study looks to examine the effect of an iPad application on the English Language Arts (ELA) skills of listening comprehension for students with significant disabilities. The procedure was evaluated using a multiple probe across participants single case design. Outcomes were measured for improved ELA skills after intervention and were also measured for student engagement. Building upon the research of recent studies that have sought to develop and adapt grade-level literature for students with moderate and severe disabilities, this study seeks to find the effectiveness of an adapted text version of To Kill a Mockingbird, by Harper Lee for high school students diagnosed with intellectual disability and/or autism. The implementation of this adapted text included evidenced-based supports such as time delay, the system of least prompts and picture supports taught in conjunction with the use of the iPad application. The need for future research and implications for practice will be discussed.
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Fontanez, Kimberly Ivette. "Examining the Impact of Art-Based Anchor Charts on Academic Achievement in Language Arts." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4625.
Full textAbstract:
The students at 2 middle schools in County SD, NHMS and WMS are not scoring on or above grade level on the information text portion of the English Language Arts (ELA) standardized SC Palmetto Assessment of State Standards (SCPASS) test given annually in South Carolina. The teachers developed and implemented art-based anchor charts to help close the achievement gap among the 6th, 7th, and 8th grade students. There has been no formal exploration of the teachers' experiences regarding the use of anchor charts. Using the elements of problem-based learning as the theoretical framework, the purpose of this project study was to explore the teachers' experiences of art-based anchor charts on increasing students' comprehension on informational text. The research questions guiding this study examined the teachers' experiences and perceptions with using art-based anchor charts and the teachers' perceptions of which strategies are helpful in increasing comprehension on informational text. Using a single case study research design and purposeful sampling, 5 middle school teachers who used art-based anchor charts were interviewed. Open and axial coding were employed through transcribe interviews with iterative categorization to collapse the codes into themes then findings. The findings revealed that the anchor charts allowed for use of visuals, prior knowledge, art-based activities, and cooperative learning to create understanding and relevance to informational text comprehension were effective for engaging and encouraging high-level performance for students. The findings from this study may be used to assist the teachers when developing and implementing art-based anchor charts and with helping students increase their reading comprehension on informational text.
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Swanepoel, Liani Colette. "Vergilius en hiperteks: 'n bespreking van die Aeneidos Electronicum-projek en 'n kritiese vergelykende evaluering van vyf Vergilius webwerwe." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5271.
Full textAbstract:
Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: The ancient Roman poet Vergil’s great literary epic, the Aeneid, is written in Latin. This so-called “dead”
language is already almost three thousand years old and had a rich history and extensive influence on the
Western world. The most influential development of the modern era is the World Wide Web (WWW).
Hypertext drives the Web. The translation of just one book of the Aeneid can be a protracted process for the
Latin student. Usually a great deal of information must be consulted to translate just one line into idiomatic
Afrikaans or English. Hypertext can manage, link and rapidly make available large amounts of information. A
discussion of Aeneidos Electronicum (“The Electronic Aeneid”) – a web-based electronic text commentary of
Book I of the epic – shows the effectiveness of hypertext as a medium to facilitate the translation of the
Aeneid. Moreover an examination of the Web determines the extent and nature of Vergil’s presence on it.
Finally a critical evaluation of five websites provides an overview of the available resources for the
reader/researcher of the classical poet and his works on the Web. The Aeneidos Electronicum-project attempts
to show how hypertext can be utilised to make the translation of the Aeneid expeditious and translation aid
more accessible. The aim of the project is to support and expand Vergil’s place in the field of computer
assisted language learning. The examination and evaluation of the classical poet’s presence on the Web wishes
to confirm that his and his works’ enduring influence and impact not only exists on paper, but also in
cyberspace. Chapter 2 deals with Latin and Vergil respectively. Chapter 3 discusses the theory of good
hypertext and web design. Chapter 4 describes and explains the contents, structure, navigation and design of
the Aeneidos Electronicum-project. Chapter 5 examines Vergil’s presence on the Web and critically evaluates
five websites according to the principles of good web design. Aeneidos Electronicum utilises hypertext’s
ability to manage and link large amounts of information to produce an electronic text commentary of Book I
of Vergil’s Aeneid. It is web-based and follows the guidelines of good hypertext and web design to be a userfriendly
and extremely functional electronic translation aid. Similar websites exist, but its object is to make
Latin students’ experience of Vergil and his great epic easy, informative and enriching. Vergil’s presence on
the Web is considerable and there is a wide variety of websites with information and interactivity for study of
the classical poet and his works available to the student/teacher/researcher as well as the lay person. The
random sample of five websites shows not only the application of good and less effective web design
principles, but also the predominantly good quality and importance of the presentations. Thus Vergil and his
works gain further ground in computer assisted language learning and he lives on in the 21st century with all
the possibilities that the Web and hypertext can offer.<br>AFRIKAANSE OPSOMMING: Die antieke Romeinse digter Vergilius se grootse literêre epos, die Aeneïs, is in Latyn geskryf. Dié
sogenaamde “dooie” taal is al ongeveer drieduisend jaar oud en het ’n ryke geskiedenis en omvattende invloed
op die Westerse wêreld gehad. Die invloedrykste tegnologiese ontwikkeling van die moderne era is die
Wêreldwye Web (WWW). Hiperteks dryf die Web. Die vertaling van net een boek van die Aeneïs kan ’n
langdurige proses vir die Latyn-student wees. ’n Magdom inligting moet gewoonlik geraadpleeg word om net
een reël in idiomatiese Afrikaans of Engels te vertaal. Hiperteks kan groot hoeveelhede inligting hanteer,
verbind en vinnig beskikbaar stel. ’n Bespreking van Aeneidos Electronicum (“Die Elektroniese Aeneïs”) – ’n
webgebaseerde elektroniese tekskommentaar van Boek I van die epos – toon die effektiwiteit van hiperteks as
’n medium om die vertaling van die Aeneïs te vergemaklik. Voorts bepaal ’n ondersoek van die Web die
omvang en aard van Vergilius se teenwoordigheid daarop. Ten slotte bied ’n kritiese evaluering van vyf
webwerwe ’n oorsig van die beskikbare hulpbronne vir die leser/navorser van die klassieke digter en sy werke
op die Web. Die Aeneidos Electronicum-projek poog om te toon hoe hiperteks ingespan kan word om die
vertaling van die Aeneïs te bespoedig en vertaalhulp meer toeganklik te maak. Die oogmerk van die projek is
om Vergilius se plek in die rekenaarondersteunde taalonderrigveld te ondersteun en uit te brei. Die ondersoek
en evaluasie van die klassieke digter se teenwoordigheid op die Web wil bevestig dat hy en sy werke se
blywende invloed en trefkrag nie net op papier voortleef nie, maar ook in die kuberruim. Hoofstuk 2 behandel
onderskeidelik Latyn en Vergilius. Hoofstuk 3 bespreek die teorie van goeie hiperteks en webontwerp.
Hoofstuk 4 beskryf en verklaar die inhoud, struktuur, navigasie en ontwerp van die Aeneidos Electronicumprojek.
Hoofstuk 5 ondersoek Vergilius se teenwoordigheid op die Web en evalueer krities vyf webwerwe
volgens die beginsels van goeie webontwerp. Aeneidos Electronicum benut hiperteks se vermoë om groot
hoeveelhede inligting te hanteer en te skakel om ’n elektroniese tekskommentaar van Boek I van Vergilius se
Aeneïs teweeg te bring. Dit is webgebaseerd en volg die riglyne van goeie hiperteks en webontwerp om ’n
gebruikersvriendelike en uiters funksionele elektroniese vertalingshulpmiddel te wees. Soortgelyke webwerwe
bestaan, maar dit het ten doel om Latyn-studente se ervaring van Vergilius en sy grootse epos gemaklik,
insiggewend en verrykend te maak. Vergilius se teenwoordigheid op die Web is aansienlik en daar is ’n wye
verskeidenheid webwerwe met inligting en interaktiwiteit vir studie van die klassieke digter en sy werke vir
die student/onderwyser/navorser asook die leek beskikbaar. Die steekproef van vyf webwerwe toon nie net die
toepassing van goeie en minder doeltreffende webontwerpbeginsels nie, maar ook die oorwegend goeie
gehalte en belangrikheid van die aanbiedinge. Dus wen Vergilius en sy werke nog verder veld in
rekenaarondersteunde taalonderrig en leef hy in die 21ste eeu voort met al die moontlikhede wat die Web en
hiperteks kan bied.
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穆雷. "翻譯敎學中的(漢英/英漢)文本測試硏究 : 模糊綜合評分模式的建立 = A critical study of (C-E/E-C) text-based translation testing for translation teaching : towards constricting a fuzzy synthetic marking model". HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/544.
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From, Malcolm. "An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43794.
Full textAbstract:
This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.
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Byrnes, Michael E. "Teaching Minimum Based Competency Test Skills to Secondary-Aged Learning Disabled Students Through The Use of Precision Teaching." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/5599.
Full textAbstract:
This project investigated whether a precision teaching method used with learning disabled high school students (grades 9-12) could give them the skills needed to pass a minimum based competency test in the area of local, state and national government. The specific objective of this project was to determine if the use of precision teaching enabled the students to retain the facts needed to pass a competency test required for graduation. A multiple-baseline design across behaviors was used to show the effect of precision teaching in mastering the needed facts. The data from each baseline improved and surpassed the set criteria when the intervention was introduced. The Cache School District requires mastery level test score of 70% or higher for each competency test. The pretest scores of the students in this study ranged from 40% to 58%. When all three interventions were completed, the students' test scores ranged from 92% to 100%, thus meeting and surpassing the school district's mastery level.
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Wang, Lixum. "The use of parallel texts in language learning : computer software and teaching materials for English and Chinese." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368990.
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Postma, Thomas Corne. "Evaluating the impact of adjunctive integrated case-based dental teaching and learning on clinical reasoning in a discipline-based teaching and learning environment." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40246.
Full textAbstract:
Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time.
The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts.
The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test.
The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.<br>Thesis (PhD)--University of Pretoria, 2013.<br>gm2014<br>Dental Management Sciences<br>unrestricted
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Stewart, Bethene Nebel 1958. "FORMATIVE EVALUATION OF TEST INSTRUMENTS TO ASSESS A GARDENING-BASED NUTRITION EDUCATION PROGRAM." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276443.
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Wiklund-Hörnqvist, Carola. "Brain-based teaching : behavioral and neuro-cognitive evidence for the power of test-enhanced learning." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96395.
Full textAbstract:
A primary goal of education is the acquisition of durable knowledge which challenges the use of efficient pedagogical methods of how to best facilitate learning. Research in cognitive psychology has demonstrated that repeated testing during the learning phase improves performance on later retention tests compared to restudy of material. This empirical phenomenon is called the testing effect. The testing effect has shown to be robust across different kinds of material and when compared to different pedagogical methods. Despite the extensive number of published papers on the testing effect, the majority of the studies have been conducted in the laboratory. More specific, few studies have examined the testing effect in authentic settings when using course material during the progress of a course. Further, few studies have investigated the beneficial effects with test-enhanced learning by the use of neuroimaging methods (e.g. fMRI). The aim with the thesis was to investigate the effects of test-enhanced learning in an authentic educational context and how this is related to individual differences in working memory capacity (Study I and II) as well as changes in brain activity involved in successful repeated testing and long term retention (Study III). In study I, we examined whether repeated testing with feedback benefitted learning compared to rereading of introductory psychology key concepts in a sample of undergraduate students. The results revealed that repeated testing with feedback was superior compared to rereading both immediate after practice and at longer delays. The effect of repeated testing was beneficial for students irrespectively of WMC. In Study II, we investigated test-enhanced learning in relation to the encoding variability hypothesis for the learning of mathematics in a sample of fifth-grade children. Learning was examined in relation to both practiced and transfer tasks. No differences were found for the practiced tasks. Regarding the transfer tasks, the results gave support for the encoding variability hypothesis, but only at the immediate test. In contrast, when we followed up the durability of learning across time, the results showed that taking the same questions over and over again during the intervention resulted in better performance across time compared to variable encoding. Individual differences in WMC predicted performance on the transfer tasks, but only at the immediate test, regardless of group. Together, the results from Study I and Study II clearly indicate that testenhanced learning is effective in authentic settings, across age-groups and also produces transfer. Integrate current findings from cognitive science, in terms of test-enhanced learning, by the use of authentic materials and assessments relevant for educational goals can be rather easily done with vi computer based tasks. The observed influence of individual differences in WMC between the studies warrant further study of its specific contribution to be able to optimize the learning procedure. In Study III, we tested the complementary hypothesis regarding the mechanisms behind memory retrieval. Recurrent retrieval may be efficient because it induces representational consistency or, alternatively, because it induces representational variability - the altering or adding of underlying representations as a function of successful repeated retrieval. A cluster in right superior parietal cortex was identified as important for items successfully repeatedly retrieved Day 1, and also correctly remembered Day 7, compared to those successfully repeatedly retrieved Day 1 but forgotten Day 7. Representational similarity analysis in this region gave support for the theoretical explanations that emphasis semantic elaboration.
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Witt, Autumn. "Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195181.
Full textAbstract:
This dissertation follows an oral language assessment tool from initial design and implementation to validity analysis. The specialized variables of this study are the population: international teaching assistants and the purpose: spoken assessment as a hiring prerequisite. However, the process can easily be applied to other populations and assessment goals.While evaluating the TBEST (Task-Based English Speaking Test) and TAST (TOEFL Academic Speaking Test), I search for a preponderance of evidence for assessment validity that indicate the most appropriate tool for evaluating potential ITAs. The specific evidences of assessment validity that are examined are:1. Evidence of Domain (Content) Validity: Which test, the TBEST or the TAST most closely measures the actual skills needed to be an ITA?2. Evidence of Predictive Criterion Validity: Which test, the TBEST or the TAST, is more valid in predicting ITA teaching success based on end of semester student evaluation (TCEs)?Following the analyses of these points of evidence, the results of a follow-up survey of ITA impressions about the ITA training and evaluating process are reviewed. Reviewing the results of this survey places the language assessment and hiring process recommendations within its larger context, directing attention toward suggestions for improvement of ITA training and evaluating procedures.Over the course of 18 months, 335 ITAs were assessed using the TBEST. 193 ITAs took the TAST prior to taking the TBEST, and those scores are used for correlation analysis. 119 ITAs participated in a follow up survey about their ITA experience.Analysis of domain validity shows that the TBEST is better suited for assessing ITAs than the TAST due to specialized assessment content not present on the more generic TAST. The TBEST is marginally better at predicting teaching success, though the results were statistically insignificant and recommendations are made for a follow-up study. Post-hoc analysis of the discriminative utility of both tests show that the TBEST results show more useful shades of distinction between candidates while the TAST results place the majority of students in a `fair' category which requires secondary interviews to assess teaching ability.
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Underhill, Nic. "Developing a validation process for an adaptive computer-based spoken English language test." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/20468/.
Full textAbstract:
This thesis explores the implications for language test validation of developments in language teaching and testing methodology, test validity and computer-based delivery. It identifies a range of features that tests may now exhibit in novel combinations, and concludes that these combinations of factors favour a continuing process of validation for such tests. It proposes such a model designed around a series of cycles drawing on diverse sources of data. The research uses the Five Star test, a private commercial test designed for use in a specific cultural context, as an exemplar of a larger class of tests exhibiting some or all of these features. A range of validation activities on the Five Star test is reported and analysed from two quite different sources, an independent expert panel that scrutinised the test task by task and an analysis of 460 test results using item-response theory (IRT). The validation activities are critically evaluated for the purpose of the model, which is then applied to the Five Star test. A historical overview of language teaching and testing methodology reveals the communicative approach to be the dominant paradigm, but suggests that there is no clear consensus about the key features of this approach or how they combine. It has been applied incompletely to language testing, and important aspects of the approach are identified which remain problematic, especially for the assessment of spoken language. They include the constructs of authenticity, interaction and topicality whose status in the literature is reviewed and determinability in test events discussed. The evolution of validity in the broader field of educational and psychological testing informs the development of validation in language testing and a transition is identified away from validity as a one-time activity attaching to the test instrument towards validation as a continuing process that informs the interpretation of test results. In test delivery, this research reports on the validation issues raised by computer-based adaptive testing, particularly with respect to test instruments such as the Five Star test that combine direct face-to-face interaction with computer-based delivery. In the light of the theoretical issues raised and the application of the model to the Five Star test, some implications of the model for use in other test environments are presented critically and recommendations made for its development.
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Mdumela, Tsakani Amos. "A genre analysis of texts in Xitsonga." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49715.
Full textAbstract:
Thesis (PhD)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language,
literacy and communication has revealed a number of essential areas of research in
African languages that urgently need to be addressed if this curriculum for African
Languages is to be successfully implemented with the necessary theoretical basis as
support. This dissertation addresses one such research issue, the genre-based approach
to Xitsonga texts within the broad field of language and literacy.
This study wil] first explore different models of writing approaches that relate to the analytic
approach to genre literacy, including the traditional progressivist approach, the Bereiter
and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that
Grabe and Kaplan's model is suitable as a framework for teaching writing, because it
incorporates the ethnography of writing which entails that a detailed analysis of texts
should address the following questions: who writes what to whom, for what purpose,
why, when and how? The use of the ethnography of writing in the analysis of texts
according to Grabe and Kaplan's model also explores factors such as the communicative
purpose, the culture and the community in which the text is produced. This is investigated
through the text-linguistic analysis of the nine Xitsonga written speeches where the
speech genre has an identifiable format including an introduction, middle and ending.
This study also explores the relationship between the ethnography of writing, the Grabe
and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and
9 and their related assessment standards. Attention is given to prescribed texts and the
taxonomy of academic writing skills, knowledge bases and processes, using some of the
nine Xitsonga written speeches for illustrative purposes. This study explores questions of
how Grabe and Kaplan's model can be effectively employed in the analysis of texts within
the framework of Curriculum 2005 in the teaching of language.
This study further focuses on the teaching of Xitsonga as a language subject within a
multilingual education system. It is argued that in order to develop Xitsonga terminology
for teaching content subjects, resources must be put in place, both materially and
financially. It will be argued that Xitsonga should be taught as a language subject and
. used as a medium of instruction in content subjects in conjunction with English across the
curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills
acquired in the teaching of writing of Xitsonga as a language subject in their learning
across the curriculum.<br>AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale,
geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die
Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum
suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie
navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van
Xitsonga tekste binne die bree veld van taal en geletterdheid.
Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat
verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die
tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en
Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se
benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van
skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae
moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die
gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en
Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en
die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die
analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n
identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot.
Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en
Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle
verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die
taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die
nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan
se model effektief ingespan kan word in die analise van tekste binne die raamwerk van
kurrikulum 2005 in die onderrig van taal.
Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige
opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te
ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor
voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van
inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees
om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n
taalvak in hulle leer oar die kurrikulum.
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Ro, Jina. "Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106796.
Full textAbstract:
Thesis advisor: Marilyn Cochran-Smith<br>The purpose of this study was to understand beginning teachers’ experiences with learning to teach in an educational system that puts intense pressure on teachers to prepare students for standardized tests. The situation is common in many developed and developing countries whose educational systems are run by policies grounded in neoliberal and human capital ideologies. Using a phenomenological research design, I explored teachers’ experiences in two very different educational systems, the United States and South Korea, and focused on the commonalities and differences of their experiences of learning to teach. I recruited four secondary-school teachers (two English and two mathematics) who had been teaching fewer than three years from each country. I conducted a series of three phenomenological interviews with each teacher in his or her native language, following the guidelines set out by Irving Seidman (2012). My analysis suggested that, although there were many differences between US and Korean teachers’ lived experiences in the context of test-based accountability, the groups were primarily similar. Both novice teachers in the United States and Korea faced significant conflicts between their prior beliefs about good teaching and the educational system that demanded them to teach to tests. All teachers in this study described experiencing various levels of frustration with having to teach to the tests, which was not their preferred approach to teaching. While struggling to meet the demands of their test-based accountability systems, the beginning teachers in this study established firm student-centered beliefs and strived to integrate practices that were consistent with their beliefs. The findings suggest that support in the form of policies and teacher education is necessary to promote teachers’ constant learning and growth in the challenging context of test-based accountability<br>Thesis (PhD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Smith, Oneil St Orbine. "The Influence of Language on the Teaching and Learning of Mathematics." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4682.
Full textAbstract:
A majority of students at the local University College of Science and Education (UCSE, pseudonym) in Jamaica do not have the conceptual understanding of mathematical principles to function in a competitive and highly globalized marketplace. In 2013 and 2014, 88% and 92% of freshmen education students scored at the lowest 2 levels on the Mathematics Diagnostic Test (MDT). The instructional language at UCSE is Standard English (SE) whereas most students speak Jamaican dialect (JD). The purpose of this study was to determine the effect that the language of instruction has on student achievement in math as measured by the MDT. Guided by Vygotsky's social development theory, the research questions focused on comparing MDT change scores between students who were taught using JD and those using SE as the instructional language. The quasi-experimental design used ex post facto data including pretest and posttest MDT scores from 40 freshmen of whom 20 were instructed in JD and 20 in SE. The results of an independent sample t test showed that the difference in the MDT change score was significant. The JD students had a higher improvement score. Consequently, it is recommended that math instructors use JD to instruct freshmen education students whose native language is JD. A professional development session for math teachers was created that demonstrates how to teach in JD while simultaneously scaffolding the instruction in a way that students can learn SE and be prepared for the following year at UCSE. If students understand the math concepts in their freshman year, they are more likely to continue their college education and to become productive members of Jamaica's economy which is dependent on employees that are proficient in math.
28
Chanduloy, George Felix, and 陳炳江. "Design of a task-based reading ability test in English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948765.
Full text
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Maruma, Mamalatswa Walburga. "A genre-theoretic analysis of sports texts in Sepedi." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49820.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and
Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes
linguistic elements which are applicable in language learning to equip learners with analytic
skills. These skills are indicated in the Curriculum 2005 for the learning area: languages.
These skills will enable learners to analyse the discourse structure of written texts
effectively.
Use is made of various textlinguistic strategies for analysing written genre texts on sports
matters. Including these strategies in language learning and teaching situation will help
learners to understand how language is used in text analysis. In order to demonstrate
how to analyse texts practically, these strategies are investigated through sports texts from
Bona Magazine.
This study demonstrates the importance of generic factors for a proper analysis of texts.
These factors include the community in which the text is produced, cultural factors and the
communicative purpose of a text. In exploring the generic features of texts, the definition
of the term text is investigated, including all its characteristics, textlinguistic construction
and levels of text analysis are also identified.
This study demonstrates the importance of including the parameters of the ethnography of
writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of
texts. The ethnography of writing entails that a thorough text analysis should address the
following question: AWho writes what to whom for what purpose, why, when and hews.
The study examines the importance of utilising text analysis in language learning and
teaching.
The study also demonstrates the relationship between the theoretical aspects examined
and the learning outcomes of Curriculum 2005. The study thus demonstrates how the
theoretical framework discusses is applicable in the analysis of Sepedi texts.<br>AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel
deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA
tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in
taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in
Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in
staat om die diskoers struktuur van geskrewe teks te analiseer.
Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van
geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal
leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die
praktiese toepassing van die analise van tekste te illustreer, word die betrokke
tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste.
Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste.
Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word,
kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van
die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek,
insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise.
Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf,
soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die
etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet
aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie
ondersoek die belang van die gebruik van teksanalise in leer en onderrig.
Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van
Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die
analise van Sepedi tekste.<br>SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e
tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi
go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba
thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a
tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme.
Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go
amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla
thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa.
Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe
ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona.
Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong
ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go
lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga
ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le
dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa
a laedltswe,
Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale
ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya
dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye
etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela
mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?'
Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go
ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla
tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke
ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e
hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.
30
Li, Meng. "Développement de l'expression orale du français chez les apprenants chinois par le biais de l'échange écrit instantané en ligne." Thesis, Limoges, 2020. http://aurore.unilim.fr/theses/nxfile/default/e30e642f-7e77-4c68-a010-2f57edcde34d/blobholder:0/2020LIMO0058.pdf.
Full textAbstract:
Notre étude s’inscrit dans le domaine de la didactique du français langue étrangère. Elle porte exclusivement sur le développement de la compétence d’expression orale en français par le biais de l’échange écrit instantané en ligne. Nous sommes partis du constat selon lequel l’expression orale constituait un grand handicap chez les étudiants chinois et que les pratiques d’enseignement en classe présentielle étaient insuffisantes pour y remédier. Dans ce contexte, nous avons pensé aux TICE et posé la question : les TICE peuvent-elles aider à créer un dispositif d’enseignement/apprentissage qui bonifie les activités orales, complète l’enseignement du français oral et permette aux étudiants chinois en FLE d’améliorer significativement leur expression orale lorsqu’ils s’expriment en français ? Pour répondre à cette question principale qui a soutenu la rédaction de la présente recherche, nous avons centré nos efforts sur le traitement pédagogique de ce phénomène en nous référant à l’hypothèse selon laquelle l’échange écrit instantané en ligne, en tant que méthode auxiliaire, peut aider les étudiants chinois inscrits au programme de français langue étrangère, à perfectionner leur expression orale. L’examen de cette hypothèse, fondée sur l’alliance entre les principales théories de l’apprentissage et les technologies de l’information et de la communication pour l’enseignement, nous a permis de dévoiler la collaboration étroite qu’il y a entre expression écrite et expression orale pour l’amélioration de cette dernière chez les étudiants chinois. Les résultats issus de nos expérimentations ont à leur tour confirmés notre hypothèse, certes, mais ils ont également ouvert de nouvelles pistes de réflexion par rapport à la problématique que nous avons soulevée. Il faudra bien les explorer dans des recherches futures<br>This research concerns teaching French as a foreign language. It focuses exclusively on the development of French oral expression skills by way of synchronous text-based online exchange. The research began when the authors noticed that oral expression was a big handicap for Chinese students and that teaching practices in the classroom were insufficient to remedy it. Against this background, we referred to Information and Communication Technologies for Education (ICTE) and asked the question: could ICTE help create a teaching / learning device in order to improve oral activities, complement spoken French teaching, and improve significantly Chinese students’ oral expression skills? To answer this question, this paper focuses on a key pedagogical issue, by reference to the hypothesis that, as an auxiliary method, synchronous text-based online exchange could assist Chinese students majoring in French to improve their speaking skills. Focusing on both key learning theories and teaching information and communication technologies, examining this hypothesis permitted us to analyse the close relationship between written and oral expression in order to improve Chinese students’ oral expression skills. Results of our teaching experiment further confirmed the hypothesis, while also opening up new avenues of reflection on this issue and suggesting future research
31
Jali, Nomfundo. "A genre analysis of South African female celebrities in isiXhosa texts." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50250.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: This research work has put into practice the theoretical framework of text construction
advanced by Grabe and Kaplan (1996) for the analysis of South African female celebrities'
texts in Xhosa. Theoretical elements employed in this study includes linguistic elements
and the elements that are applicable to the structure of narrative texts. This framework
can be included in teaching methods and approaches for the development of the learners'
analytic skills in analyzing the discourse structure of written texts. These skills are to be
acquired by learners, are part of the Curriculum 2005 and are meant specifically for the
teaching and learning of languages.
This study has employed a range of textlinguistic strategies for analyzing written genre
texts on issues relating to female music artists and actresses. It is imperatively
recommended that language teachers with the incorporation of Curriculum 2005
methodology can use these strategies in order to produce learners that are able to analyze
texts successfully and who have an awareness about how language is used in text
construction as a reflection of social activities. For the purpose of analysis in this thesis,
texts from the Xhosa Bona magazine with contents ranging from acting careers and music
artists has been collected. This study demonstrates that text analysis involves to a larger
extent, an investigation of generic factors such as the communicative purpose, the culture
and the community, and as well as the traumatic and exciting human experiences
encountered by people in the society in which the text is produced.
A broad definition of a narrative and a text will be established in the discussion of the
generic features of texts. The text-linguistic construction, the analysis of linguistic
structures, and the elements of the overall structure of narratives will be demonstrated in
the analysis of Xhosa texts with emphasis on the discussion of the parameters of the
ethnography of writing as proposed by Grabe and Kaplan (1996). The following questions
are addressed by these parameters of the ethnography of writing: "Who writes what to
whom. for what purpose. why. when and how?" In addition to these parameters the
study addresses the elements of narratives based from the overall structure of narrative
texts as proposed by Labov (1972). In Labov's framework the following elements are
addressed: "the orientation section. the complication. the evaluation. the resolution
and the coda". In addition to these elements examined the move structures will be
explored as a way of summarising the facts and the message carried by the content of each Xhosa text written for the purpose of analysis. This study explores the implications
and rationale for the incorporation of text analysis in language teaching and learning, as
well as to explore the relationship between the theoretical underpinning of this study with
the learning outcomes of Curriculum 2005 which have to be applied in language
pedagogy.
Finally, this study has proved that the theoretical framework of Grabe and Kaplan (1996)
and the elements of the overall structure of narrative texts of Labov (1972) as employed in
the written text construction, will introduce language teachers and learners into an effective
language learning and teaching. This implies that the strategies acquired in this study can
be employed in any analysis of written text in any language study as it has been explored
in the analysis of Xhosa genre texts of South African female celebrities from a Xhosa
Bona magazine.<br>AFRIKAANSE OPSOMMING: Hierdie navorsing doen 'n praktiese toepassing van die teoretiese raamwerk van
tekskontruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Xhosa
tekste oor vroulike bekendes. Teoretiese elemente wat aangewend word in die navorsing
sluit in tekslinguistiese elemente en die elemente wat toepaslik is tot die struktuur van
narratiewe tekste. Hierdie raamwerk kan gebruik word in taalonderrigmetodes en
benaderings gerig op die ontwikkeling van leerders se analitiese vaardighede in die
analise van die diskoersstruktuur van skriftelike tekste. Hierdie vaardighede wat verwerf
moet word deur leerders, is gespesifiseer in Kurrikulum 2005 vir die leerarea tale.
Die studie wend 'n verskeidenheid tekslinguistiese strategieë aan in die analise van
geskrewe genre-tekste oor vraagstukke rakende vroulike musiekkunstenaars en aktrises.
Daar word aanbeveel in die studie dat taalonderwysers, deur die toepaslike metodologie in
Kurrikulum 2005, hierdie strategieë aanwend ten einde leerders te lewer wat in staat is om
tekste suksesvol te analiseer, en wat 'n bewussyn het van hoe taal gebruik word in
tekskonstruksie as 'n refleksie van sosiale en kommunikatiewe doelstelling. Vir die doel
van die analises in hierdie studie, is 'n verskeidenheid Xhsoa tekste oor bekende vroulike
musici en aktrises gekies uit die BONA tydskrif. Hierdie studie demonstreer dat teksanalise
'n ondersoek behels na die teks-generiese faktore, die kommunikatiewe doelstelling, en
die sosiale en kulturele konteks en die traumatiese en opwindende ervarings ervaar deur
mense in die gemeenskap waarin die teks geproduseer word.
'n Breë definisie van narratief en teks sal gegee word in die bespreking van die generiese
kenmerke van tekste. Die tekslinguistiese konstruksie, die analise van linguistiese
strukture, en die elemente van die geheelstruktuur van narratiewe, sal gedemonstreer
word in die analise van die Xhosa-tekste met klem op die parameters in die etnografie van
skryf soos voorgestel deur Grabe en Kaplan (1996): Wie skryf wat aan wie vir watter
doel, waarom, wanneer. Bykomend tot hierdie parameters, ondersoek hierdie studie die globale elemente van narratiewe gebaseer op Labov (1972), die orientasie, die
komplikasie, die evaluasie, die resolusie, en die koda. Bykomend sal die kognitiewe of
retoriese skuifstrukture ook ondersoek word.
32
Ganca, Zanodumo Victor. "A genre-based approach to the analysis of sports celebrity texts in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52641.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: This study explores the nature of writing instruction which can improve the writing skills of
learners as it also takes into account the learners needs. The main aim is to apply the genrebased
approach to written texts in Xhosa. This framework for instruction will help learners to
be ready for the work place after they have left school. They will acquire the necessary
writing skills, which are needed in the work place today. The genre-based use oflanguage will
enable them to use written language in different situations and they should be able to write
meaningful texts, which will take the reader into consideration, as required by Curriculum
2005.
The approaches to teaching communicative writing skills are discussed in relation to both the
critical outcomes and the specific outcomes for the learning field Language, Literacy and
Communication as specified in the Curriculum 2005 (1997). The framework presented by
Grabe and Kaplan (1996) is also presented in relation to the specific outcomes that need to be
achieved in the Languages, Literacy and communication-learning field.
Six BONA Magazine articles on sport celebrities have been analysed according to the model
of text-construction within the framework proposed by Grabe and Kaplan (1996). It is
concluded that these types of analytic skills are required in an effective approach to the
teaching of writing to accomplish the outcomes of Curriculum 2005.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die aard van skryfonderrig wat die skryfvaardigheid van leerders
kan verbeter en ook die leerders se behoeftes in ag neem. Die hoofdoelstelling van die studie
is om die genre-gebaseerde benadering toe te pas in die analise van geskrewe tekste in Xhosa.
Hierdie raamwerk vir onderrig sal leerders help om gereed te wees vir die kommunikatiewe
eise van die werkplek nadat hulle die skool verlaat het. Hulle kan, deur die genre-benadering
tot skryfonderrig, die vereiste skryfvaardighede ontwikkel wat in die werkplek benodig word.
Die genre-gebaseerde gebruik van skriftelike taal kan leerders in staat stelom taal aan te wend
in In verskeidenheid situasies, en hulle behoort in staat te wees om betekenisvolle tekste te
skryf wat die leser in berekening neem, soos vereis deur Kurrikulum 2005.
Die benaderings tot die onderrig van kommunikatiewe skryfvaardigheid word bespreek met
betrekking tot sowel kritieke uitkomste as spesifieke uitkomste vir die leerveld Taal,
Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997 weergawe).
Die raamwerk van Grabe en Kaplan (1996) word ook behandel met betrekking tot die
spesifieke uitkomste in wat bereik moet word in die leerveld Tale, Geletterdheid en
Kommunikasie.
Ses BONA tydskrifartikels wat handeloor sportpersoonlikhede word ontleed volgens die
genre-gebaseerde benadering binne die raamwerk van Grabe en Kaplan se model vir
tekskonstruksie en etnografie vir skriftelike tekste. Daar word bevind dat die onderrig van
hierdie soort analitiese vaardighede nodig is vir In doeltreffende benadering tot skryfonderrig
vir die bereik van die uitkomste van Kurrikulum 2005.
33
Lewis, Betty. "Inquiry-based instruction in geometry: The impact on end of course geometry test scores." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/721.
Full textAbstract:
Research examining instruction in geometry and standardized tests suggests that students have difficulty grasping geometry concepts and developing problem solving skills. The purpose of this study was to examine the relationship between the use of inquiry-based strategies in a geometry class and achievement on the end of course test (EOCT) and to analyze qualitatively the implementation of inquiry-based instruction. Embedded in the theoretical framework of constructivism, inquiry-based instruction gives students skills to become independent learners. Addressing an issue in mathematics education, the primary research question focused on how to improve scores on a standardized geometry test. This mixed methods study utilized the t test to analyze the EOCT scores of 2 groups of geometry students in a Title I school. The results indicated that students taught using inquiry-based instruction scored higher on the EOCT. Lesson plans, field notes, observation notes and other artifacts were analyzed using categorical aggregation. The results indicated that the predominant instructional strategy in the implementation process was guided inquiry and that formal instruction included models of the inquiry process. Social change will be impacted by pointing to instructional strategies that will help students develop positive attitudes to problem solving through inquiry and increased understanding of the mathematical content. The development of critical thinking skills in problem solving will contribute to success in high school, in college and in the workplace.
34
Middleton, Kathi L. "The Effect of GED Candidate Race and Motivation Factors on Exam Outcomes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4159.
Full textAbstract:
Earning a General Educational Development (GED) credential can have positive results in a student's life including higher wages and better job opportunities. The 2014 version of the GED exam changed the format from a paper-based test to a computer-based test. This change coincided with a 35% decline in the pass rate indicating not all students are prepared to pass the new computer-based test (CBT). The purpose of this quantitative study was to evaluate the influence of a candidate's race and reason for taking the exam on the pass or fail outcome of the new computer-based GED exam. The study used Vroom's expectancy theory as the theoretical framework. The guiding question was to examine the relationship between a candidate's motivation and pass or fail outcome of the CBT. This study used a quantitative approach to analyze available archival data from The Technical College System of Georgia in 2014 and 2015. Two chi-square analyses were conducted on data from 21,641 participants using candidate's race, reason for taking the exam, and GED pass or fail outcome. Results suggested that individually, both a candidate's race and reason for taking the test have a statistically significant effect on the participant's pass or fail outcome. Results from this study may help GED educators and students better understand factors that can influence student success. Integrating career development orientations and remedial computer based technology classes into the GED preparation process were recommended. Implications for positive social change include the potential to increase student motivation, improve the preparedness of both students and educators and subsequently increase the number of people who pass the GED exam.
35
Berrio, Gabriel. "Computer based intervention and its effect on benchmark test scores of English language learners." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4544.
Full textAbstract:
The Florida Department of Education's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order to graduate. ELL students face the challenge of having to learn a different language, learn the subject area content in that language, and often-times pass a standardized test in order to graduate. In Florida districts, ELL is categorized as a subgroup often times not meeting adequate yearly progress in Reading (Florida Department of Education 2007). This study measured the effectiveness of a district approved computer based intervention in increasing student achievement for English Language Learners as identified by the Florida Department of Education (US DOE, 2009).<br>ID: 029050220; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 71-83).<br>Ed.D.<br>Doctorate<br>Department of Child, Family, and Community Sciences<br>Education
36
Cheung, Wing-sze Helen, and 張詠斯. "Using web-based media texts to enhance secondary students' motivation in English learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37638130.
Full text
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Allen, Diedre D. "Attitude Toward Digital and Print-Based Reading: A Survey for Elementary Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4858.
Full textAbstract:
The purpose of this study was to create a valid and reliable survey to measure third through fifth grade students' attitudes toward reading across three mediums: print, e-reader, and Internet. The theoretical framework pulls from self-determination theory and affective models to guide the development of a survey intended for use with intermediate elementary students. The Attitude Toward Reading Survey (ATRS) was developed and field-tested, revised, and field-tested again. Data analysis included confirmatory and exploratory factor analysis, Cronbach's alpha reliability, and cumulative logit modeling. The results indicate the survey is a reliable and valid tool for teachers to use. The ATRS could be strengthened from future field-testing with a larger sample across a more diverse population of students.
38
Nekondo, Linus Vaakohambo. "Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/41603.
Full textAbstract:
This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
39
Stephens, Pamela Geiger. "The Effects of Discipline-Based Art Education upon Reading Test Scores of Suburban North Texas Second Grade Children." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504187/.
Full textAbstract:
This study examines the effects that discipline-based art education has upon reading test scores of public school second grade children. The progress in language arts of an experimental group and a control group were followed for two six week grading cycles. The experimental group was treated with DBAE instruction for one six weeks, while the control group received only studio production exercises. Both groups received no art instruction for another six weeks. Gains between mean pre-test and post-test scores indicated a significant difference for the experimental group but not the control group.
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Silva, Vicente Celestino da. "PRODUÇÃO TEXTUAL: DIAGNÓSTICO DE PROBLEMAS E AÇÕES DE MUDANÇAS COM BASE NO EXAME NACIONAL DE ENSINO MÉDIO." Pontifícia Universidade Católica de Goiás, 2009. http://localhost:8080/tede/handle/tede/1252.
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Previous issue date: 2009-09-25<br>The aim of this dissertation is to analyze the process of improving teaching and
learning of how to produce a dissertational-argumentative text according to ENEM
demands. It is based on Bakhtin s theory of dialogism (1988, 1997, 1998 and 2003)
and other authors who focused on text production in the teaching of Portuguese,
such as Antunes (2005, 2006 and 2007) and Marcuschi (2008). Why do the majority
of school-leavers at Colégio Estadual Ângelo Urzêda have difficulties when
interpreting and producing written texts? Can their difficulties be explained by the
methodology used in the Portuguese language class which favors normative
teaching rather that the ENEM didactic proposal which takes into account the five
competencies when reading and producing texts? ENEM results show up student
reading and writing problems. There is a general complaint from teachers of all
subjects about the students disinterest and lack of quality in writing and reading
interpretation. The Portuguese language teacher is indicated as the only person
responsible for solving the problem. On analyzing certain school documents, it could
be seen that curricular synthesis and the pedagogical policy project are not
consonant with the pedagogical proposals of the PCNEM or ENEM, since neither
school nor classroom practice would seem to reflect the set of competencies
suggested by MEC: 1) show mastery of the cultural norms of written language; 2)
understand the proposal of the composition and use concepts from the different
areas of knowledge to develop the theme, within the structural limits of the
dissertational-argumentative text; 3) select, relate, organize and interpret information,
facts, opinions and arguments to defend a point of view; 4) show knowledge of the
linguistic mechanism necessary to build the argument; 5) draw up an intervention
proposal for the problem being treated, while respecting human rights. The main aim
of this research was to analyze how the process of teaching and learning to produce
a dissertational-argumentative text was undertaken in Grade 3A Colégio Estadual
Ângelo Urzêda during 2008. Its specific aim was to identify the difficulties which have
led to the success or lack thereof in the process of teaching and learning of reading
and writing of high school leavers. This study is a qualitative type case-study,
situated in the field of Education. It belongs to the field of Language and the
Portuguese language and the discussion on the data collected seeks understanding
within Bakhtinian dialogism.<br>Esta dissertação pretende analisar o processo de melhoria do ensino e
aprendizagem da produção do texto dissertativo-argumentativo conforme as
competências do ENEM. Está embasada na teoria do dialogismo de Bakhtin (1988,
1997, 1998 e 2003) e outros autores que focalizam a produção de textos no ensino
de Língua Portuguesa, como Antunes (2005, 2006 e 2007) e Marcuschi (2008). Por
que a maioria dos alunos concluintes do ensino médio no Colégio Estadual Ângelo
Urzêda apresenta dificuldades para interpretar e produzir textos escritos? Suas
dificuldades podem ser explicadas pela metodologia adotada em sala de aula de
português que privilegia o ensino normativo do idioma, diferentemente da proposta
didática do ENEM que leva em conta as cinco competências na leitura e produção
textual? Os resultados do ENEM demonstram problemas de leitura e escrita dos
alunos. Há uma queixa generalizada dos professores de todas as disciplinas sobre o
desinteresse e a falta de qualidade da escrita e da leitura interpretativa dos alunos,
apontando o professor de língua portuguesa como o único responsável em
solucionar o problema. Ao analisar alguns documentos da escola, pude perceber
que a síntese curricular e o projeto político pedagógico não demonstram ser
consonantes com as propostas pedagógicas do PCNEM e ENEM, já que a escola e
a prática em sala de aula não parecem refletir a matriz de competências sugeridas
pelo MEC: 1) demonstrar domínio da norma culta da língua escrita; 2) compreender
a proposta de redação e aplicar conceitos das várias áreas de conhecimento para
desenvolver o tema, dentro dos limites estruturais do texto dissertativoargumentativo;
3) selecionar, relacionar, organizar e interpretar informações, fatos,
opiniões e argumentos em defesa um ponto de vista; 4) demonstrar conhecimento
dos mecanismos linguísticos necessários para a construção da argumentação; 5)
elaborar proposta de intervenção para o problema abordado, demonstrando respeito
aos direitos humanos. O objetivo geral desta pesquisa foi analisar como se dá o
processo de ensino e aprendizagem da produção escrita do texto dissertativo
argumentativo na 3ª série A do ensino médio do Colégio Estadual Ângelo Urzêda
durante o ano de 2008. O objetivo específico foi identificar as dificuldades que têm
levado ao (in)sucesso o processo de ensino e aprendizagem da leitura e da
produção escrita da maioria dos alunos concluintes do ensino médio. Este trabalho é
um estudo de caso de cunho qualitativo, situa-se na área da Educação, insere-se no
campo da Linguagem em Língua Portuguesa e a discussão dos dados coletados
busca compreensão no dialogismo bakhtiniano.
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Chin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.
Full textAbstract:
The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students.
A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test.
The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know."
It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Ndhlovu, Ketiwe. "An investigation of strategies used by Ndebele translators in Zimbabwe in translating HIV/AIDS texts: a corpus-based approach." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/524.
Full textAbstract:
In Zimbabwe, translation studies is yet to be recognized as a discipline worthy of study in its own right, hence, not much research has been carried out into the theory and practice of translation. Furthermore, there is no tertiary institution that offers professional translation courses. In light of this information most translations are carried out by untrained/partially trained translators with only a few translators who have gained experience over time. The aim of this study was to investigate strategies used by Ndebele translators in the translation of specialized terms and cultural taboos in selected HIV/AIDS texts, as well as factors that can be used to improve the translation situation of Zimbabwe. Three main theoretical approaches were used in a complementary fashion, namely Descriptive Translation Studies (DTS), Cultural Studies and Corpus-based Translation Studies (CTS). DTS provided the researcher with a theory to understand the Ndebele translations in their wider environment; Cultural Studies provided the researcher with the means by which to understand Ndebele culture and taboos; Corpus-based Translation Studies (CTS) provided the researcher with the methodological tools and analytical techniques to analyse the corpus of texts. An English-Ndebele Parallel Corpus (ENPC) was created using fourteen English source texts and their corresponding Ndebele translations. The ENPC was interrogated by means of ParaConc, a parallel concordancing program. The study found that when translating specialised terms, Ndebele translators used strategies such as a general or neutral word, cultural substitution, paraphrasing and omission. The strategy of omission was misused in most cases because Ndebele translators omitted valuable information which did not reach the target readers. With regards to translation strategies that contributed to term creation, it was found that Ndebele translators relied on external as well as internal resources. The translators used strategies such as pure loan words; pure loan words preceeded by an explanation and indigenised loan words. From the Ndebele language itself, the translators resorted to semantic shift, compounding, coinage and paraphrasing, among others. From the ENPC it is clear that Ndebele translators did manage to transfer the message from English to Ndebele to an extent. However, the ENPC has to be used with caution by other researchers since the translations included in the corpus are full of errors such as misinterpretations of the source texts, mistranslations, incorrect terms and incorrect orthography. This factor points to a dire need to establish translation as an academic discipline and profession in Zimbabwe so as to elevate the quality of translations and offer better translation services to all users.
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Werth, Arman Karl. "Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1412.
Full textAbstract:
Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.
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Bragg, John M. (John Morris) 1949. "The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330810/.
Full textAbstract:
This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle.
The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of the students declined district-offered remediation. Students tended to perceive the test as a personal challenge. Those students who attended remedial tutoring sessions performed better on the following retest than those who declined remediation. Hispanic and Asian students expressed additional study as being the key to passing the test. Black students felt that the key to passing was to spend sufficient time while taking the test. Those students who were more verbal during their interviews tended to be more successul in passing the language arts section of the TEAMS.
The following recommendations were made from the study: (a) students who fail the TEAMS by minimal margins should be encouraged to take remediation; (b) an intensive remedial English course for LEP students should be offered; (c) "high interest" TEAMS mini-lessons should be presented daily for several weeks as a lead-up to the TEAMS; (d) a TEAMS ex it-level orientation program which stresses the importance of the test for the student's future should be implemented; and (e) additional research should be conducted on older students' verbal responses to see if a rich language approach in English classes including listening, reading, writing, and speaking will develop higher level language skills.
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Ihonya, Saima Namupa. "A comparison of Grade 10 Mathematics classroom-based test items and the end-of-year national examinations, using Stein's framework of cognitive demands : a Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017343.
Full textAbstract:
This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
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Chung, Hsiang-hsu, and 鍾享旭. "Development of a Computerized Teaching Material Composition Assistant System Based on Text Abstraction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/33623544436844677755.
Full textAbstract:
碩士<br>中華大學<br>資訊工程學系碩士班<br>94<br>With the rapid development of computer and information technologies, information technology-applied instruction has become an important issue. One of the most essential approaches in conducting such tutoring strategies is using computerized teaching materials for in-class instructions. However, for those teachers who are not familiar with word processing software, making computerized teaching materials is an extremely time-consuming work, which is likely to decrease the teacher’s willingness for applying the new teaching strategy. In this thesis, a text abstraction algorithm is proposed to effectively extract important sentences from teaching materials and automatically composing computerized presentation files. Moreover, a computer system based on the proposed algorithm has been implemented, which can extract those important features (including text, figures and tables) from the original teaching material and generate the slides for in-class instructions. Experiments show that TASTA effectively reduces about 40% of time needed for teachers to create a computerized presentation file, which implies the teachers’ loading can be significantly reduced. Therefore, we conclude that our novel approach is helpful to the teachers in applying information technology to instructions.
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CHEN, BI-CHI, and 陳碧琪. "The Qualitative Study of Self-questioning Strategy Applied on Fifth-grade Students’ Text-based Reading Comprehension and Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/d554w7.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士在職專班<br>104<br>The purpose of this study was to explore the applicability of applying self-questioning strategy for text-based reading comprehension teaching of the 5th graders of elementary school. After teaching process, explore opinions and feelings for fifth-grade students of “self-questioning strategy applied to Chinese language curriculum”.
They received forty-minutes self-questioning strategy instruction classes twice a week, totaled eight weeks. Research tools were included: "student interviews outline" , and "self-questioning teaching feedback questionnaire". During the research process, included: video recording, audio recording, student practice sheets of self-questioning, student interviews and student feedback questionnaires. During the course of the study, the qualitative way was used to analyze and discuss. In addition, percentage of teaching feedback questionnaire data analysis and interpretation, to supplement the qualitative information of this study.
Conclusions are summarized as follows:
1.Self-questioning strategy was used in text-based reading comprehension teaching is feasible, and enhanced students' participation in class discussions. In the learning of self-questioning strategy , students were changed to be the main askers and learners. The different structures of the article should be learning by different practice sheets, in order to achieve the effect of self-questioning.
2.In order to achieve the effect of discussion, the teaching process adopt a gradual release of responsibility direct method, and supplemented the group discussion cooperation guidance.
3.Students' reading habits and frequency can be changed through guidance-teaching and education.
4.Students in the preview stage, ask questions while leveling the question, not only cultivate active thinking attitude toward learning, but also to help the majority of students asked questions helpful for reading comprehension, while improving the question's level and the quality of self-questioning.
5.Students' common problem is to ask incomplete and unclear questions, or ask a question not the case with the text of the link in the early stages of learning. It can be improved through teacher's inquiry and demonstrations.
6.Students enjoy using self-questioning strategy and think using self-questioning strategy were helpful for reading comprehension.
Regarding the conclusions above, the researcher made recommendations to educators and actions for the future.
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Yu, Ching-Chiu, and 游靜秋. "A Research of Teaching Text-Based Reading Comprehension to Second Grade Students in one New Taipei City Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/v77tjh.
Full textAbstract:
碩士<br>臺北市立大學<br>學習與媒材設計學系課程與教學碩士學位在職專班<br>104<br>The research adopts to finding the effects of text-based reading comprehension strategies on word recognition, vocabulary, and reading comprehension abilities of second-grade students in New Taipei City. The purposes of the study are: (1) to explore the efforts of text-based reading comprehension strategies on students’ reading comprehension performance, (2) to discover the problems from implementing text-based reading comprehension strategies in the authentic classroom contexts, and (3) to design lesson plans suitable for second greade students based on the text-based reading comprehension strategies.
Based on the results of pre- and post- tests on vocabulary and word recognition, the analysis of vocabulary, word recognition, and reading comprehension learning process, the interview results with low achievement students, and the feedbacks from peer-teachers, the major findings are as follows:
(1)By implementing text-based reading comprehension strategies, students showed significant progress on vocabulary and word recognition tests. While reading comprehension performance of the students has been improved, no statistical significant difference was achieved.
(2)From the present study, some obstacles were observed for both the teacher and students. For example,the students did not receive enough guides from the teacher on telling the differences between text contexts, resulting from students’ time consuming on looking for the words such as who, when, where, and what. Besides, numerous reading comprehension strategies have consumed most of the time from the teacher and students. In addition, the teachers left insufficient time for students to absorb numerous reading comprehension strategies Besides, numerous reading comprehension strategies have consumed most of the time from the teacher and students. At the same time, insufficient vocabulary proficiency has made low achievers even more difficult to get improved. However, the teacher seemed to be unaware of lower achievers’ difficulty on recognizing the vocabulary meanings from the text contexts. On the other hand, the teacher provided rare chances for the students to integrate the recognition of similar word forms. Consequetly, many errors were made by the lower achieves on similar word forms. Additionally, the definition of “an event” was inappropriate, making the students had difficulty on searching important information of an event. Moreover, the questions from the teacher were not specified enough, so that the students failed to give the answers by deductive reasoning. Last, the teacher did not respect students’ thoughts enough that blocked the active learning atmosphere in the classroom.
(3)In order to improve students’ performance on vocabulary and word recognition, some suggestions are given for the teachers. First, the teachers should reinforce the constructive connection among paragraphs in a text. Second, the teachers shoud incorporate body language to illustrate the texts. Third, utilizing Radical Recognition Instruction is helpful for improving students’ reading comprehension. Fourth, the teachers should guide the students to pay attention to the space allocation and position of Chinese words. Fifth, the radical interpretation of the meaning and imagination should be specifically indicated in the instruction. Sixth, more extension activities combining the texts and vocabulary from the textbooks should be designed.
(4)In order to improve students’ performance on reading comprehension, it is suggested that the teachers should teach the usage of sentence patterns and keywords from the text contexts, utilize the “6 W” strategy to help the students identify the factual and inferential information, strengthen the link between the title and main texts from the textbook, and adopt eliminatin strategy to locate the key infomration of an event.
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McArdle, Eugene. "SCOOT: an object-oriented text based computer programming teaching tool for novices, with an emphasis on ease-of-use." Thesis, 2017. https://researchonline.jcu.edu.au/53050/6/53050-mcardle-2017-thesis.pdf.
Full textAbstract:
IT educators have developed many tools and techniques to help novices learn to program computers, and yet learning to program is still hard. Some solutions attempt to remove the initial language barrier by replace code entry with another system, such as manipulating a graphical interface. There have been several attempts to create a visual language which allows 'novice' programmers to quickly learn programming skills including Tynker, Scratch and Alice. Case studies with Alice and other visual languages have shown a short learning curve, such that users are often able to create running programs, of varying degrees of complexity, within the first hour of exposure. Visual languages overcome initial barrier of code entry for novice programmers, and when combined with a good teaching environment and community they are a powerful tool for novices to learn - a fact which is supported by numerous case studies. Initially these visual languages were aimed at children, who would be more easily engaged by the visual interface, however in recent years visual languages (particularly Alice) have been implemented as part of introductory tertiary courses on programming. This lead to several case studies using Alice and other languages at a University level, where the focus is particularly on the transferability of the rapidly developed programming skills. Some studies indicate that many students are overwhelmed, confused and discouraged upon seeing their first 'real' programming language, whilst other studies indicate more successful transferability. The transferability of programming skills from a children's language has not always been seen as essential, but in light of the Queensland government's "Coding counts" initiative, and the inclusion of these languages in tertiary courses, their usefulness must be examined. This has coincided with a shift in how programming is taught at university, with object-oriented (OO) concepts now being introduced far earlier than in previous years. This dissertation argues that a text-based teaching tool designed to teach OO computer programming along with some foundational logical thinking skills is needed. The Student-Centric Object-Oriented Teaching Tool (SCOOT) was designed as a stepping stone to full 'commercial' programming languages, with a focus on transferability of skills to those languages. SCOOT was developed by selecting appropriate educational principles and examining existing novice languages. Papert developed three principles for teaching, the "Continuity principle", the "Power principle" and the "Principle of Cultural Resonance". These design principles influence many areas of education, including programming education. Research into the design of novice programming languages also identified common mistakes made when designing a programming language. Several design principles to avoid these pitfalls have also been researched. Based on modern coding principles and Papert's educational principles, the design principles for SCOOT were developed. They are: Predictability (the interface must behave in logical ways), Familiarity (new concepts must build on old concepts) and Simplicity (the interface and commands must be as clear and simple as possible). SCOOT's interface was designed to be as minimalist as possible, in order to minimise extraneous cognitive load. SCOOT incorporates basic programming skills, including conditional and iterative statements, all within an OO framework, where all variables and methods are part of an object. Simple inheritance is also provided, as are dynamic object editing capabilities. The effectiveness of SCOOT was tested in a series of half-day case studies involving university students, where participants learned some OO programming theory and subsequently completed a series of programming tasks using the SCOOT environment. All participants were novices to computer programming either half way through their first semester, or with no experience at all. The tasks completed by the participants included code writing, reading and debugging components. The participants experiences with the SCOOT environment were examined, using a series of constructs measuring perceived ease-of-use, usefulness and enjoyment (based on the Technology Acceptance Model, TAM). A similar series of sessions were conducted using C++, the computer programming language used in the introductory programming course at the University where this project was conducted. Steps were taken to ensure that the interface for both SCOOT and C++ were similar in visual style and complexity. The results showed significant reductions in the time to complete almost all tasks for SCOOT users, as well as significant increases in their performance in those tasks. SCOOT users also reported that they found SCOOT significantly easier to use than the users of C++. A correlation was also found between perceived ease-of-use and performance in most tasks. The simplicity of the SCOOT GUI did not introduce significant learning barriers in addition to the material. The degree to which users found the teaching tool easy to use is related to their performance using the principles being taught. A simplified teaching tool can teach basic programming principles without the constraints and overhead complexity found in typical introductory languages. A textual teaching tool overcomes the issue of transferability of skills.
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Caroline, Modupe Akinyeye. "Investigating approaches to the teaching of writing in english as a second language in senior phase classrooms in the western cape." Thesis, 2012. http://hdl.handle.net/11394/3808.
Full textAbstract:
Magister Educationis - MEd<br>South Africa in the past-apartheid era has undergone a series of curriculum changes that collectively have not yet yielded the desired results. Evidence of this is to be found in the continued low pass rates and poor performance in the annual National Senior Certificate (Grade 12) examinations, including the subject English as a First Additional Language (EFAL). Apart from language policy considerations, reasons related to the teaching approach used in EFAL may have a bearing on the results.The Revised National Curriculum Statement (RNCS) recommends the use of a text-(genre) approach, alongside a communicative approach, to the teaching of languages in schools to replace the old content-based methods with their aims and objectives. While the old curriculum did advocate communicative language teaching, the addition is a text-based approach. This study focuses on investigating the various approaches teachers employ in the teaching of English writing and specifically seeks to identify the extent to which a text-based approach is realized in
the teaching of EFAL in Grade 9 in two schools in the Western Cape. The study does so, amongst other ways, by analysing the various texts learners are exposed to in English lessons and taking note of how teachers introduce and negotiate the different stages of writing. This study uses genre theory and Systemic Functional Linguistics (SFL) in combination with social constructivist approaches to language learning. This theory is based on the premise that language is functional and cannot be detached from the social context of the learner.A qualitative research paradigm is used and the study is underpinned by interpretive theory.According to Richards (2003), qualitative research is the study of human action in its natural
setting in the context of people’s daily lives. In this case the school classroom has to function as the natural setting. The qualitative data collection instruments for this study include interviews,(particularly open-ended interviews), classroom observation schedules and audio recordings. The teaching processes in the classroom and interview sessions are recorded.The research participants for this study were two qualified English teachers. Secondly, samples of notebooks including class exercises of a selected numbers of learners of English Language in
Grade 9 were collected for analysis with regard to the implementation of a text-based approach.The findings revolve round the themes derived from the analysis chapter, and are expected to provide ways of promoting the teaching of English using this approach. They reveal that the teachers in this study do not have sufficient understanding of the theories that underpin the teaching of writing in the English FAL curriculum. They attend to the use of text-based approach superficially but they apply other teaching strategies in their lessons during the teaching of English as a first additional language. The study concludes by summing up the main findings,and by spelling out some implications for further research.