Dissertations / Theses: 'The Teaching of English'

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Alvring, Simon. "Laptops in English language teaching." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80200.

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The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

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Björnsson, Julia, and Sigrid Andersson. "Using Movies in English Teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36175.

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This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.

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Kehlmeier, Maria, and Pernilla Svensson. "Current Affairs and English Teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28452.

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This degree project investigates how and why current affairs materials are incorporated in English language learning at two Swedish upper secondary schools. The question of what current affairs learning materials are is also answered. We look at current affairs materials from the viewpoint of two teachers and 7 students. We investigate how and why the teachers use current affairs in the ELT classroom through the use of qualitative interviews. Using the same method, we also investigate the students’ experiences of working with current affairs materials in the ELT classroom. We found that both the teachers and the students are positive towards working with current affairs materials in their ELT classrooms. Nevertheless, one cannot ignore the importance of selecting the appropriate materials. The materials should be authentic, connect to the students’ experiences and also match the teacher’s interests and personality. If fulfilling these criteria, current affairs materials function as a suitable learning material for language learning.Keywords: current affairs materials, English, learning materials, ELT classroom, authentic texts.

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Fung, Tak-kit. "Teaching the -ing forms." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626408.

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Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.

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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observations and experience, and ideation based on the theory of CLT. The analysis resulted in three communicative pronunciation tasks which each include communicative features. However, each of the tasks also face challenges in realising the principles of CLT and are therefore examples on how to begin developing new language tasks, rather than finished model examples of communicative pronunciation tasks. Further research should be conducted in order to prove the functionality of the CPTs presented in this thesis, and to develop them further.

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.

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Lin, Rae Jui-Ping. "Wiggle room for teaching English as a global language? : Western-educated Taiwanese English teachers’ identities and teaching of English writing." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60941.

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As the English language spreads around the globe and is used for various purposes in different social and cultural contexts, scholars and local practitioners have called for deconstructing the ideology of native-speakerism (Holliday, 2006, 2015) and reconstructing the local subjectivity of English language education (e.g., Canagarajah, 2005; Kumaravadivelu, 2016). In this transformation process of English language education, language teacher identity has played a central role because how teachers see themselves as English speakers, writers, and teachers is closely linked to what and how they teach in the language classroom (Varghese et al., 2005). Investigating such transformative potential of English writing education in Taiwan, the present ten-month qualitative case study takes social constructionist perspective to examine four Western-educated Taiwanese teachers’ writing and teacher identities and their teaching of English writing in relation to the discourse of native-speakerism in four Taiwanese universities. Based on data generated from interviews, classroom observation, email correspondence, and class materials, the study illustrates that language teachers’ training and writing experiences, their ideologies about the English language, and students’ and administrators’ expectations of how the English language should be taught all have a great impact on teacher identity formation and teaching practices. Two participants (Ava and Beth) depended on native-like English proficiency and Western pedagogical knowledge acquired while studying in Western graduate programs to define who they were as English writing teachers. The discourse of native-speakerism was reinforced in their English writing classrooms, leaving little room for local English norms and pedagogies to develop. In comparison, the other two participants (Sarah and Nita) viewed themselves as multicompetent writers and offered more space in their writing classrooms for developing non-Anglophone Englishes. However, the possibility for writing alternative forms was denied by Nita’s students and administrators, who expected her to help students achieve high scores on standardized tests. The study adds insights into the scholarship of professional identity construction of Western-educated English writing teachers, an area of research that remains scant in quantity. It also provides pedagogical implications for teacher education programs to cultivate more agents of change (Morgan, 2010) in teaching English writing as a global communicative means.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Hardman, Frank Christopher. "A-level English language and English literature : contrasts in teaching and learning." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.

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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.

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Yu, Siu-hung. "The teaching of English : a sociological perspective /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709685.

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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Blue, Timothy R. "Mentor-Teaching in the English Classroom." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/48.

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This dissertation is a rhetorical analysis of the theories and practices surrounding student-centered mentor-teaching. I examine textual representations of the teacher/student relationship as well as theories and practices involved in the discursive formation of teacher/student relationships, examining the intersection (or lack thereof) between the ways we as researchers talk about teacher/student relationship formation and the way(s) such relationships form in the “real world” of the English classroom. This institutional critique of teacher/student relationships draws on the works of ancient rhetorical scholars like Quintillian and Socrates, and on the post-1980 scholarship of Robert Connors, Lad Tobin, bell hooks, Paulo Freire, Parker J. Palmer, Mike Rose, Wendy Bishop, Louise Rosenblatt, Jeffrey Berman, and Peter Elbow. These scholars have all provided helpful models for me as I have framed my own beliefs about the value of expressive writing, the usefulness of writing conferences, the need for teacher vulnerability as a model for students’ expressive writing, the appropriateness of various relational settings beyond the classroom, and the ways grading/responding to student writing can either promote or inhibit a trusting student/teacher bond. While all of these scholars have contributed to my own beliefs and ideas, I am merely identifying and classifying pedagogical movements; rather, I am synthesizing these movements’ theories and practices in order to formulate an overall critique of the strengths and weaknesses of the various approaches. I also draw heavily upon the theoretical underpinnings of psychoanalysis, feminism, reader-response criticism, and composition studies to weave together a synthesized working model of mutually beneficial teacher/student relationships as they pertain to the high school and college English classrooms. Ultimately, I suggest my own contributions to the existing scholarship that will call for a mixture of both bolder pedagogical approaches and greater relational caution, depending upon the concept and the student(s) involved. I conclude with suggestions for utilizing teacher research to formulate new theories and practices for mentor-teaching in the English classroom.

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Jorgensen, Mark R. "Teaching the limited English proficiency student." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.

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Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.
https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg

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Madzo, Daniela. "Teachers’ Attitudes Towards Teaching English Pronunciation." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51748.

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This paper examines three English teachers’ attitudes towards teaching pronunciation. The teachers involved are teachers at upper-secondary level in Sweden. The study is based on a qualitative method, since the research involves collecting data to understand opinions and experiences. The data in this study are collected through semi-structured interviews to analyze teachers’ attitudes. All of the three teachers agreed on their students having good pronunciation and mentioned different sounds as pronunciation difficulties that are problematic for their students. Furthermore, the three teachers expressed that they avoid correcting their students most of the time, however, when the teachers correct their students, they usually use a corrective method that can be interpreted as implicit feedback. Earlier research has shown that explicit feedback is the most effective method to use in a teaching environment to make it possible for students to improve their pronunciation.

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Mamane, M. (Michelle). "Teaching English in a multilingual classroom." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201710102966.

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This paper considers how students from multilingual backgrounds are taught English in Finland. A small-scale observational study is performed of two English classes to determine the support provided for multilingual learners. It was found that although some support is provided, more support and materials are needed to provide the students an equal learning experience.

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Larsson, Malin. "Cultural Capital through Novels in English : Is There One Sovereign Teaching Method when Teaching Novels in English?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33634.

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This thesis researches how six of the English teachers in the public upper-secondary schools in Växjö teach novels in English and how their methods influence the gaining of cultural capital for the students. The cultural capital theory is based on Pierre Bourdieu and what he states about cultural capital being one of the factors that may allow a person to shift social status without having any economic capital. Another matter that Bourdieu addresses is that school is one of the institutions where cultural capital may be gained (Bourdieu “Practical Reason” 19). Because school is the one common ground students have, it is the one place where they all have the same chance of developing, regardless of social status. The connection between gaining cultural capital and novels in English is explained with the theory of John Guillory and what he states about English novels being a part of cultural capital. The novels that the school possesses and uses form a school canon that does not only reflect the school’s values but its culture as well (Guillory 38). When the students read these novels they therefore gain the cultural capital that the school reflects. How well this cultural capital is gained depends on the teachers and their methods. The study has been conducted by interviewing two English teachers from each of the three schools about their methods and choice of novel. The analysis has uncovered that all the teachers have similar methods and the variations that exists depends on the students they have. Consequently the amount of knowledge and cultural capital gained by the students depends on what kind of students the teacher has and which method he/she therefore chooses to use.

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Ramírez, Campos Yanina. "The analysis of English teachers' beliefs about different teaching methods of teaching English as a second language." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/136710.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
The main purpose of the present study is to discover ESL teachers’ beliefs and what they describe as their own teaching practices. Besides, the purpose is to find out if their beliefs when giving a lesson are strong enough to coincide with other teachers’ practices based on different approaches of second language instruction. The analyzed corpus consists of 5 ESL Chilean teachers; 2 females and 3 males, all around the age of thirty years old. They all currently live and work in Chilean cities and have more than 5 years of teaching experience in different educational contexts. The eliciting technique was a structured survey, where the informants were asked to answer open ended questions, to face a lesson taught through three different teaching methods (Grammar translation, Audio-lingual and the Communicative approaches), to finally mark preferences in a Likert scale. The results confirm the importance of having clear and strong beliefs, and how these determine the way we think, act and make decisions when giving an ESL lesson; which is consistent with the reviewed literature about teaching beliefs. Also, even though not all the participants were consistent in their responses, most of them showed coincidences between what they declare as their own teaching practices and what they believe about other teachers’ instruction. The study will benefit different actors belonging to the teaching context. First, ESL teachers will be able to understand which their ESL beliefs are, second, English institutions will have the opportunity to use this to know in advance what type of teacher they are hiring, and third, students learning English as a second language will be able to choose who the most suitable teacher is according to their needs. In general terms, this study will contribute to the field of teaching English as a second language.

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Chan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.

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Hultgren, Korkis Jenny. "Teaching English to Students with a Limited Proficiency in Swedish : English teachers’ perspectives on teaching English to newly arrived students in Sweden." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-81117.

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This study aims to investigate four English teachers’ perspectives on teaching English to students with a limited proficiency in Swedish. The study was conducted through interviews with four English teachers in secondary and upper secondary school. The study reveals that the teachers rely much on the Swedish language in their teaching, in textbooks, translation and explanations, for instance. However, the teachers in the study show awareness of the fact that some of their students do not always follow the Swedish instructions and explanations. Therefore, the four teachers solve this issue in different ways, such as translanguaging, letting the students help each other, picture support, etc. Moreover, the study reveals an ongoing tension between English and Swedish for newly arrived students. These students need to focus on the Swedish language. Therefore, the English lessons sometimes function to support the Swedish acquisition as much as learning English. The study also shows that the teachers find it important to have a functioning first language to learn other languages, and that languages can support each other in language acquisition.

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Monaghan, Connie. "Effective strategies for teaching writing." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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Lai, Paul F. "Civics English| Integrating Civics in Middle School English Language Arts Teaching." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930491.

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English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call “Civics English.” In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team’s development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers’ expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English.

The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children’s storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions.

Integrating civics causes shifts in the teachers’ practices of literary study, writing, and classroom discussion, as they orient students’ learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers’ work, students’ language and activity, and the civic event’s efficacy as an English teaching focal point.

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Larsson, Daniel. "English teaching outdoors – Student responses and attitudes towards outdoor EFL teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28457.

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The purpose of this degree project is to address upper secondary outdoor language education. It explores upper secondary EFL students’ attitudes and responses towards the teaching of English outdoors. The research has been based on data from qualitative research methods with an action research approach: peer observation, a reflective diary and focus group interviews. Peer observation and the reflective diary was used to recover information on four upper secondary EFL classes’ responses towards being taught outdoors. Focus group interviews were conducted on two groups of students from two of the classes on their attitudes towards being taught in outdoor English. The results from the data gathering are discussed using secondary sources which can be connected to outdoor education, and the research establishes that the students responded negatively to the instructions during the classes, many of them were active while some did not do what they were supposed to, and hardly no English was spoken. Even though mostly negative results were found the interviewees were generally positive to be taught outdoors and enjoyed it more than receiving education indoors, but some of them were aware that they did not learn much English since they hardly used it. This research provides ideas for how the lessons can be improved and acts as inspiration for future outdoor ESL classes.

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Wisaijorn, Patareeya, and n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.

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The main purpose of this study was to examine the effects of strategy training in small group work on the reading comprehension of academic texts in English by Thai English as a Foreign Language (EFL) students. The strategy-training used was the Reciprocal Teaching Procedure (RTF) which focused on the four reading comprehension strategies: predicting, clarifying, questioning and summarizing. The research study was an experimental one using a single group design. The participants were thirty-four first year students enrolled in the English for Academic Purposes (EAP) program at a tertiary institution in the northeastern part of Thailand. Both quantitative and qualitative research methods were used. The pre-, post- and follow-up reading tests were employed for quantitative analysis. The students' performances were analyzed for statistically significant differences immediately at the end of the ten-week training and in the follow-up test eight weeks after the training. Qualitative data were collected from students' pre-, post- and follow-up questionnaires, checklists and journals, teacher's checklists and journal, and independent observer's checklists and field notes.

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Chan, Hoi-yan. "Changing English language teaching through ICT integration : an investigation /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474625.

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Ye, Zhen. "Using TPR Method in Teaching English Adjectives." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8744.

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The topic of this study is using Total Physical Response (TPR) in teaching English adjectives to 11-year-old pupils. The objective of this study is to investigate whether the TPR method is effective in teaching English adjectives. The researcher used a quasi-experiment to design this study. The population was the pupils aged 11 in a middle school in Kristianstad. 30 pupils were selected as samples and divided into two groups: one experimental group and one control group. The steps of this experiment were: (1) the experimental group was taught by the TPR method; (2) the control group and the experimental group were given the same post-test. In order to investigate whether there is a necessity to adopt new English vocabulary teaching technique for these pupils, two questionnaires were deliberated; the first questionnaire was for all testees and the second questionnaire was just for the experimental group. The result of the study showed the pupils’ achievements in the experimental group were improved by the TPR method. The mean score of the experimental group was much higher than that of the control group. The p-value of this test was 0.0002 less than 0.01 which showed strong evidence that the results were not achieved coincidentally. The effect size of this study was 2.59 more than 0.8 which indicated that the TPR method has significant effectiveness in teaching English adjectives. The questionnaires indicated that TPR was the new English vocabulary teaching technique that the pupils need.

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Dingwall, Silvia Claire. "The teacher variable in English language teaching." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.

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Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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Cheng, Hsing-Fu. "Motivational teaching practice of Taiwanese English teachers." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431328.

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Aarinen, J. (Jenni). "Teaching and learning English pronunciation in Finland." Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905111724.

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Abstract. The purpose of this Bachelor’s thesis is to review existing literature regarding the teaching and learning of English pronunciation with the perspective of Finnish education. As English has become a worldwide language, in the future, people will need to be more adaptable to the versatile front of international spoken English, leading to the need for English as foreign language students to be able to understand and speak a comprehensible variation of it. Most students in Finland start learning English in the beginning of elementary school, and by the time they finish comprehensive school, they will be expected to understand various accents, and speak an intelligible variation of English themselves. However, students do not need to become ‘perfect pronouncers’, but confident and comprehensive users of spoken English (Atli & Bergil, 2012). This, already, establishes the need for quality pronunciation education. In this thesis, schools’ explicit influence in the acquisition of pronunciation is looked through the general viewpoint of foreign language learning in Finland, before considering the importance and intelligibility issues of pronunciation teaching and learning. The aim of this literature review is to discover the methods and techniques used to teach English pronunciation to Finnish students, in addition to considering the various aspects affecting the optimization of the learning. Furthermore, it is found, that factors such as age, personal background and motivation affect the learning of English pronunciation. Also, the schools’ and teachers’ impact on the learning process are considered. Pronunciation remains an integral part of language learning, and it should be given its due recognition in foreign language teaching and learning, as it paves way for intelligibility and comprehensibility.Tiivistelmä. Tämän kandidaatintyön tarkoitus on tarkastella olemassa olevaa kirjallisuutta englannin lausumisen opettamisesta ja oppimisesta Suomen koulutuksen näkökulmasta. Koska englannista on tullut maailmanlaajuisesti käytetty kieli, ihmisten tulee tulevaisuudessa olla paremmin sopeutuvia sen monipuolisiin muotoihin. Tämä tarkoittaa, että englantia vieraana kielenä oppivan oppilaan tulee pystyä ymmärtämään ja puhumaan sitä ymmärrettävästi. Suurin osa suomalaisista oppilaista alkaa opiskelemaan englantia ala-asteen ensimmäisillä luokilla. Peruskoulun päättyessä heidän oletetaan myös ymmärtävän erilaisia englannin aksentteja ja puhesävyjä. Oppilaiden ei kuitenkaan tarvitse osata täydellistä englannin lausuntaa, mutta heidän toivotaan olevan itsevarmoja ja ymmärrettäviä englannin puhujia. Jo tämä vahvistaa englannin lausumisen opiskelun tarpeen. Tässä kandidaatintyössä käydään läpi koulun vaikutusta englannin lausumisen oppimiseen vieraan kielen opetuksen näkökulmasta ennen lausumisen opiskelun tärkeyden ja ymmärrettävyyden käsittelyä. Tämän kirjallisuuskatsauksen tarkoitus on tarkastella suomenkielisten oppilaiden englannin lausumisen oppimisen menetelmiä ja toteutumista, sekä sen oppimisen mahdollistamista. Koulussa tapahtuvan opetuksen lisäksi tarkastellaan muita englannin lausunnan oppimiseen vaikuttavia tekijöitä, kuten oppilaan ikää, kielellistä taustaa sekä motivaatiota. Myös koulun ja opettajan rooleja oppimisen optimoinnissa käsitellään. Lausunta on yksi kielen olennaisimmista osista, mikä tulee huomioida vieraan kielen opetuksessa ja oppimisessa, sillä se tukee oppilaan lausunnan ymmärrettävyyttä.

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Yu, Jyu-fang. "Learning and teaching the English Progressive in Taiwan /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008480.

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Sutherland, William Sean. "Team teaching English in Japanese schools : an exploration of how Japanese teachers of English see themselves, their teaching, and their native English-speaking assistants." Thesis, King's College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558297.

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In Japan the team teaching of English language classes has been a growing phenomenon since the late 1980s. Team teaching typically involves two teachers: a Japanese teacher of English (JTE) who has a university degree in English or education and a teaching qualification, and an assistant English teacher (AET) who is usually an untrained recent university graduate from Britain, the United States or another country whose citizens are primarily thought to be native English speakers. The stated goal of team teaching is to improve Japanese students' English abilities by having a native English speaking AET in the class as a model of the target language. AETs are often popular with students, their parents and administrators, primarily because they are seen to provide motivation for language learning. JTEs may appreciate AETs, especially as co-workers to share the workload with, something any teacher would certainly appreciate. -- Less research has been done into asking JTEs how they feel about team teaching as it relates to their identities as teachers and as English speakers. For this thesis I used qualitative research interviews and classroom observation to investigate what it means to be a Japanese teacher of English who working with an AET. This data was related to the relevant literature. Several key findings were uncovered: JTEs receive no training on team teaching, leaving them feeling unable to manage their AET partners; JTEs feel that AETs speak 'real' English, leaving JTEs in the unenviable position of being expected to teach a language that they are not thought to have mastered; AETs provide students with little exposure to 'real' English; JTEs sometimes disparage AETs' teaching skills and distrust AETs' motives for working in Japan; and JTEs do not feel they themselves have the skills to teach English.

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Mattsson, Kershaw Anneli. "Teaching Academic English to English Learners : A literature Review on Classroom Practice." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25394.

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The level of fluency in the genre specific language of schooling, also known as Academic English (AE), determines students’ success in school. Government agencies that legislate school policies therefore give teachers the directive to conduct education in ways that promote communicative abilities in academic English across all curricula. While the acquisition of an AE register entails hard work for native English-speaking students it presents an enormous challenge for English language learners (ELLs) who are faced with the triple burden of leaning basic interpersonal communicative skills (BICS) in addition to content knowledge and academic English. Classroom practices, teachers’ training, and students’ cognitive abilities are predictive factors in the successful acquisition of academic English by ELLs. This literature review, which draws on cognitive theory in addition to systemic functional linguistics theory, contributes to the topic of how to most effectively teach AE to ELLs in English speaking classrooms. The results from seven peer reviewed research sources indicate that teaching practices differ depending on the nature of the subject, but that systemic learning theory, scaffolding, and contextual awareness are reoccurring elements. Furthermore, the results imply that there are challenges including that ELLs constitute a very heterogeneous student body with varying cognitive abilities that require a variety of teaching approaches. In addition educators’ attitudes, competences and training in teaching AE across all curricula pose a challenge to the quality of instruction. Further research on the topic could involve making actual classroom observations in addition to conducting teacher interviews in schools that have content and language integrated learning in Sweden to explore what instructional methods are used to teach AE in CLIL- education.

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Sjönvall, Josefin. "Interactive Whiteboards : English teachers’ integration of the IWB in English Language Teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43386.

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The interactive whiteboard is a fairly recent technical device, which has become an increasingly important teaching aid. The interactive whiteboard is supposed to have a positive impact on English Language Teaching, due to its interactivity and the unlimited opportunities it creates for language teaching. However, findings still show that the interactive whiteboard is used more as a traditional whiteboard to write and show information on rather than as an interactive teaching and learning device. This study seeks to investigate English language teachers’ integration of the IWB in ELT. A qualitative approach was used to collect data for this study. Four English Language Teachers at a lower secondary school in southern Sweden were interviewed. The result from this study shows similarities to previous research. The decisive factors for the participants’ incorporation of the IWB in ELT, such as attitude, knowledge and time, were comparable to previous studies. The result also implies that the participants saw the interactive whiteboard as a useful tool in English Language Teaching and as a regular part of their teaching. Nevertheless, there was a desire among the teachers to learn more about the interactive whiteboard and its possibilities and also to develop their skills in order to improve their teaching and the pupil's language proficiency. Although the teachers in the study used the interactive whiteboard frequently and interactively, the result shows that the most frequent usage was to display information non-interactively.

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

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Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 students and twenty-four teachers from twelve secondary schools participated in a survey designed to understand challenges encountered in the teaching and learning of English. With a similar purpose, thirty-four English lessons involving 320 students and ten teachers were observed. Interviews concerning the aspects underpinning effective English teaching were conducted with five principals, three English resource personnel and three retired teachers. In the main study, sixty-two teachers from thirty-five secondary schools were surveyed and twenty interviewed to identify factors which affected the teaching efficacy of English teachers. Participating schools were categorized vis-à-vis their students’ performance: low-performing and high-performing. Findings support English teachers’ views concerning their teaching efficacy. Teacher perception revealed associations between the lack of teaching efficacy of English teachers in low and high-performing schools, and teacher background/parental duties/self-development, classroom problems and inadequate educational resources. No explicit evidence was found that students’ poor English attainment in low-performing schools was due to their teachers’ lack of teaching effectiveness. Observations showed that students were deprived of external resources which assisted students in high-performing schools to become proficient in English. New insights about Jaffna teachers’ efficacy indicate the need for a more context-specific English language curriculum in Sri Lanka, informed by teachers’ knowledge of their students’ English learning needs at a local level if teaching efficacy and English attainment are to be enhanced.

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

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

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Shannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.

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Mairs, Stephen Alfred. "Teaching English as a missionary language : a revised theory for the evangelical use of English language teaching for religious ends." Thesis, University of Wales Trinity Saint David, 2017. http://repository.uwtsd.ac.uk/737/.

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The aim of this research was to find ways that would help reconcile contested ethical and pedagogic issues raised by the phenomenon of Teaching English as a Missionary Language (TEML): that is, the evangelical Christian use of English Language Teaching (ELT) as a means for achieving religious ends. Four aspects of ELT were examined as a way to identify factors that could contribute to an improved understanding between evangelical Christians and opponents of the appropriation of ELT for religious ends. These were cultural and linguistic hegemony, teacher authority, ethical accountability and teacher identity. This was done by using a combination of qualitative research methods and theological reflection to analyse the data from four case studies about why and how evangelical Christians taught English to speakers of other languages. A revised evangelical identity was used to create an original theological theory of action that describes the characteristics of an evangelical practice of ELT in a way that addresses criticisms made by ELT professionals. The new theory describes how the integration of knowledge drawn from human experience, theology and the social sciences can contribute to the mediation of the Christian faith in modern society. It incorporates a Christocentric understanding of mission as missio Dei, moral transparency regarding evangelical Christian motivation for teaching English and the pursuit of pedagogic excellence. The contribution to the understanding and practice of ELT by evangelical Christians that this research makes is that, by a embracing a Christocentric paradigm of mission as missio Dei and adopting a dialogic collaborative pedagogy, evangelical Christians can make a unique contribution on the basis of their faith towards a redemptive and harmonious relationship with their students and the wider community of ELT professionals.

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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).

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Poindexter, Wanda 1946. "Creative imitation: An option for teaching writing." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291444.

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Creative Imitation is an alternative strategy to help students improve their expository writing in college composition. It combines writing by imitation with process modeling to increase student fluency with both the products and processes of writing. For centuries, a technique of "imitatio" was used to teach oral and written language traditions. Isocrates, Quintilian, and Cicero shaped the tradition of imitating writing models. Their principles were revived in the 60s by two neo-classical educators, Corbett and D'Angelo. Objections to the principles of imitation to teach writing are analyzed: models intimidate students, imitation focuses on the products instead of the processes of writing, and imitation reduces individual creativity. Some teachers have reported success with student-centered writing-by-imitation exercises in college composition classrooms. They assert that imitation exercises increase student awareness of correct usage, grammar conventions, rhetorical strategies, and paradoxically enable students to develop an "authentic" voice in their own writing.

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Sun, Caiping. "An Introduction to Major University English Tests and English Language Teaching In China." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2444.

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The purposes of this project were to introduce (1) the four main college level English tests used in the People's Republic of China to expatriate English language educators, researchers, curriculum developers, and program designers; and (2) the college English language teaching situation in China to expatriates and give them information on where and how to apply for teaching positions there. The project produced two products to fulfill these goals. First, a paper titled an introduction to major university English tests in China: Their nature, development and importance is now ready to submit for publication. It is a paper that introduces all four of the main college level English tests in China to the outside world. It explains these high-stakes English tests to scholars outside of China. Second, a website, http://www.tesolinchina.blog.com, was created to fulfill the second goal of the project. It is the first website that provides those who are interested in teaching English in China with a complete list of major universities in each geographical region of China as well as other necessary information, and links to these universities.

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Schmidt-Unterberger, Barbara. "The English-medium paradigm: a conceptualisation of English-medium teaching in higher education." Taylor&Francis Group, 2018. http://epub.wu.ac.at/6416/1/13670050.2018.pdf.

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The discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. "Content and Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31: 182-183], the paper will also draw parallels between the secondary and the tertiary levels of education. At the same time, it will also be shown why insights drawn from research conducted in secondary education cannot simply be transferred to the tertiary level of education. The main focus of the paper is on the "English-medium Paradigm", a framework created to identify prevalent instructional types in Englishtaught programmes at universities in non-Anglophone countries [Unterberger, B. 2014. "English-medium Degree Programmes in Austrian Tertiary Business Studies: Policies and Programme Design." Dissertation, University of Vienna, 45-52]. The paradigm is based on terminological and conceptual considerations gained from the critical discussion of English for specific purposes, English for academic purposes, Content and language integrated learning and English-medium instruction literature [e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional Settings. London: Longman; Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer, C. 2007. "Academic Language Functions in a CLIL Environment". In Diverse Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201-209. Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang; Dafouz, E., and U. Smit. 2014. "Towards a Dynamic Conceptual Framework for English-medium Education in Multilingual University Settings". Applied Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a timely conceptualisation of the varieties of English-medium teaching in higher education which also takes into account pedagogical considerations as well as implications for curriculum design.

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Scott, Graham Robert. "Teaching the team-authored text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=151&did=1871875201&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270495997&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 233-245). Issued in print and online. Available via ProQuest Digital Dissertations.

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

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Wang, Xiaoping. "The origins and development of English language teaching in China /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11063610.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Includes bibliographical references (leaves 150-153).

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Chuang, Mei-Ling. "Teaching and learning English in Kindergartens in Kaohsiung." [S.l. : s.n.], 2001. http://deposit.ddb.de/cgi-bin/dokserv?idn=965755983.

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Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.

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This field study report covers four major areas : 1. Error analysis in language teaching and learning and its procedures 2. The relevance of error analysis to the teaching of English as a foreign language in the Vietnamese situation 3. Analysis of errors made by Vietnamese speakers 4. The use of error analysis in teaching English to Vietnamese speakers. Error analysis can be a useful adjunct to second language teaching, since it serves two related but distinct functions : the one, practical and applied in everyday teaching, and the other, theoretical, leading to a better understanding of the second language learning acquisition process. This study emphasizes the practical uses of error analysis in teaching and correction techniques, materials development and syllabus design. It is hoped that error analysis will make some contribution to the teaching of English as a foreign language to Vietnamese speakers, whose language is quite different from English and whose culture is far from being similar to that of English native speakers. This study is aimed at helping Vietnamese teachers of English to change their attitude to students' errors and see them in a more positive way, rather than as signs of failure on the students' part. It is suggested that a teacher of English must be able to recognize errors when they occur, to form some idea of the kind of error made and also why they occur. Finally, he must then be able to draw, from the analysis thus made, some conclusions as to what and how he should teach.

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Hoang, Tat Truong, and n/a. "Towards teaching English vocabulary to Vietnamese tertiary students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.155600.

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The English language is now widely used in Vietnam. Consequently, the teaching and learning of English has become more significant , but, on the other hand, teaching methodologies, in Vietnam , still reflect those used in the past to teach other foreign languages. Vietnamese English teachers also experience difficulty coping with the many new problems which they now face. One of these difficulties is the teaching of English vocabulary. In order to develop an understanding of how best English vocabulary might be taught in the Vietnamese setting , this study identifies a particular group of students: Vietnamese tertiary students attending the Hanoi Foreign Languages Teachers' College, and then explores ways how teachers might introduce the teaching of English vocabulary, both to these students, and to the subjects the students will finally teach themselves. In order to prepare for an outline of how to carry out this teaching role, the study investigates the various problems associated with defining : the word; the types of meaning conveyed by the word; the relationship of phonology, syntax and semantics to the word, and other related matters . The study also looks at the problems which Vietnamese students have with learning English vocabulary. In this context a comparison is made of English and Vietnamese lexical and related systems. Subsequently, the study considers the different types of foreign language methods which have and are being used, with particular reference to how they were used to teach vocabulary. Finally, the study considers questions of the need to select appropriate vocabulary for the targetted students and details how teachers might effectively teach vocabulary.

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Winchell, Karen. "Selected cultural barriers of teaching English in China." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Spurgeon, Christopher Thomas. "Teaching and learning about citizenship issues through English." Thesis, University of York, 1994. http://etheses.whiterose.ac.uk/9748/.

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Leung, Constant H. "Bilingualism and English language teaching : an underdeveloped alliance." Thesis, University of Westminster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237508.

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Dissertations / Theses on the topic 'The Teaching of English'

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