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1
Saunders, James Benedict John. "English cathedral choirs and choirmen, 1558 to the Civil War : an occupational study". Thesis, University of Cambridge, 1997. https://www.repository.cam.ac.uk/handle/1810/271956.
Testo completo
2
Mackey, Amanda. "New voice : the patterns and provisions for girl choristers in the English cathedral choirs". Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/new-voice--the-patterns-and-provisions-for-girl-choristers-in-the-english-cathedral-choirs(4008cb60-df90-44a3-88d9-f557e89180e7).html.
Testo completoAbstract (sommario):
This study identifies and examines the patterns and provisions for girl choristers in eleven English cathedrals. Though some studies exist that discuss the physiological differences between boy and girl choristers and perceptions of their sounds, no study examines the structure of the choirs themselves. Significant changes had to be made to the music departments, personnel, and cultural ideas of cathedral music to make way for a separate line of choristers parallel to the traditional line of boy trebles and lay clerks. Prior to this wave of girl choristers, cathedrals did not typically need to examine or uproot their long-held musical structures. The normal choral routine of rehearsals, evensongs, matins, and Eucharist had been in place for centuries but applied to a single line of boy choristers singing with the men. With two lines of trebles, who will direct each group, and what will they sing, and when? Is this new line a full part of the ‘Cathedral Choir’ or are they ‘other’, something slightly less-than or a fringe voluntary group? Every cathedral had a goal in introducing a line of girl choristers, and this thesis posits that the way in which these questions, and others, were answered in each location speaks to that cathedral’s goal. Furthermore, whilst establishing the secondary line of girl choristers with exact parity to the existing line of boys is admirable, it is not necessarily a misogynistic statement to accept an uneven allocation of singing duties in the cathedral. Constraints such as financial resources and the structure of the choir school play a large role, and must be factored in to the policies set in place for a new line of choristers.
3
Andersson, Malena. "The Controversial "Language Choice English"". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32846.
Testo completoAbstract (sommario):
Examensarbetet handar om språkval Engelska. Mitt intresse väcktes när jag erfor detta kontroversiella ämne som lärarstuderande. Meningen med ämnet är att det är en hjälp för elever som inte klarar av att studera ytterligare ett språk och för elever som behöver extra stöd i engelska. Ämnet har dock misskötts då många elever väljer ämnet utav lathet eller utav taktiska skäl. Iden med att endast låta de elever som som verkligen behöver extra stöd i engelska har förlorats. Jag har utfört intervjuermed sex olika lärare på fyra olika skolor angående hur språkval engelska är organiserat. Alla skolor har olika organisationer. Jag använde mig av formella intervjuer. Resultatet av dessa var att organisationen fungerar olika bra på de olika skolorna. Orsakerna till detta är många. På de skolor där det inte fungerar lika bra anges orsaker så som att ämnet har låg status, stora heterogena grupper och lärare och elever som är omotiverade.This dissertation deals with what in Swedish schools is called ”Språkval Engelska”. It will be refered to as Language Choice English in the ongoing text. My interest was aroused after having experienced this controversial subject as a student teacher. I found that different schools work with the subject in different ways. There is no clear syllabus for the subject since the grading is a part of the ordinary English grade. Language Choice English is an option for those who do not want to choose French, German or Spanish as Language Choice. The idea is that the subject is meant for those who cannot cope with yet another language and who need extra support in English. This study shows that not only the so-called weak pupils choose to study Language Choice English. There has been a mismanagement of the subject since so many pupils who are good at English choose it out of convenience and for tactical reasons. The idea of only letting those pupils, who actually need more support choose it, has been lost. Four different secondary schools have been investigated concerning how Language Choice English is organized. I learned that all of these schools have different organizations. The method I used was formal interviews with six different teachers at four different schools. The results of the interviews show that at some schools the subject works well. At other schools it does not. The reasons for this seem to be many. Reasons such as low status of the subject, large and heterogeneous groups and pupils and teachers who are unmotivated can be mentioned.
4
Koinange, Wanjiru. "The Havoc of choice". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12845.
Testo completoAbstract (sommario):
Includes bibliographical references.Kavata knows one thing to be true: when it comes to politics, there is no such thing as holy ground. So when she starts a family of her own, she does everything possible to distance herself from her unscrupulous father, and strives to raise her children as honestly and modestly as she possibly can. When her father, Honorable Muli, retires from government claiming that he would like to spend more time with his grandchildren, Kavata indulges him. She allows him to weasel his way back into her life hopeful that her children might have the relationship with her father that she never had. By the time she realizes what Honorable Muli is really up to, it is too late. He has already persuaded Ngugi, Kavata’s husband, to contest the upcoming election for the same seat that he himself held for sixteen years. It’s election time and for a fleeting moment, Kenyans can once again taste sweet power as they make their choices at the polls. In the days leading to the election, Kavata is forced to make a different, more drastic kind of decision; one with repercussions much greater than she could have imagined. The Havoc of Choice is a story about family, politics and journeying through a fractured country in a delicate time. Based on events around the historical election of 2007, the book follows the lives of Kavata and her family at a time when their country was going through one hundred days of violence, shortly after the poll results were announced.
5
Demir, Ema Kristina. "English Textbooks in Sweden : Textbook Choice, Evaluation and the English Syllabi". Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37260.
Testo completo
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Greenwalt, Erin M. "Factors Influencing Chinese Consumer Choice of English Training Schools". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338386682.
Testo completo
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Reuster-Jahn, Uta. "English versus Swahili: language choice in Bongo Flava as expression of cultural and economic changes in Tanzania". Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-162769.
Testo completoAbstract (sommario):
Since around 2011, Bongo Flava musicians use significantly more English in their lyrics than in the previous years, particularly in love songs. This article documents and describes this new trend and discusses the reasons for the change in language use. It reveals that the new development is indicative of a transformation of Bongo Flava towards pop, caused by changes in the domestic market on the one hand and by a growing outward-looking market orientation on the other. These changes are demanding new ways of constructing identities through the use of languageTangu mnamo mwaka 2011, wasanii wa Bongo Flava walio wengi hutumia kiasi kikubwa cha Kiinge¬reza katika nyimbo zao ukilinganisha na miaka ya nyuma. Hali hiyo inajionyesha zaidi katika nyimbo za mapenzi. Makala hii inaeleza mwelekeo huo mpya na kujadili sababu zake. Inatoa hoja ya kwamba mwelekeo huo umesababishwa hasa na mabadiliko katika soko la muziki ndani na nje ya Tanzania, hasa katika bara la Afrika. Mabadiliko hayo ndiyo yanayosababisha kutumia zaidi lugha ya Kiingereza
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Tomioka, Noriko. "Inescapable choice : Wallace Stevens's new Romanticism and English romantic poetry". Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2607/.
Testo completoAbstract (sommario):
The aim of this thesis is to investigate how Stevens creates a new Romanticism. It argues that Stevens demonstrates a double view of Romanticism as having positive and negative aspects and it relates discussion of this double view to the development of his poetry and theories of poetry. Stevens shares with the Romantics the belief that through the power of imagination the problem of dualism - especially the split between art and existential reality - can be solved. Prom Stevens's perspective, thinking about what should be respected and what should be corrected in Romanticism provides grounds for the creation of his own new Romanticism. In chapters one and two, by examining the conflict between imagination and reality in the works of Coleridge, Wordsworth, Shelley and Keats, I explore the intertextual relations between Stevens and the Romantics from a perspective informed by the implications of Stevens's work and thought. In chapters three and four, focusing on Stevens's treatment of the relation between imagination and reality, I examine the nuanced differences between his work and that of the Romantics. Chapter five provides a prologue to 'Notes toward a Supreme Fiction', the culmination of Stevens's concern with imagination and reality. In the final chapter I examine how Stevens's new Romanticism, especially its emphasis on the imagination's activity, is concretised in 'Notes toward a Supreme Fiction'. I also explore how the later development of his sense of reality affects his poetic creativity. By examining the influence of the Romantics on Stevens and his response to them, the nature of his poetry can be more accurately understood. Throughout the thesis, I engage, as appropriate, with the work of many critics who have written on Stevens. It is my hope that my own approach gives a folly considered and detailed account of a topic often addressed more briefly by other commentators.
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Persson, Ghylfe Niklas. "Content of Communication in English 7Teacher Choices and Underlying Factors". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92771.
Testo completoAbstract (sommario):
This essay provides perspectives from four teachers with over eighty years combinedexperience on their choices of content of communications in English 7. The reason forconducting this study is that in English 7, which is the last English course in Swedish uppersecondaryschool, the teacher may face a diverse group of students with different programgoals, which may lead to different content needs. The aim of the study is to explore thisquestion, considering factors that affect choices in the course and what social domain it will besituated in.Data were gathered through semi-structured interviews with four experienced teachers andanalyzed using qualitative content analysis. The study reveals that one strategy for solving theabove-mentioned problem is student influence, which, in short, means that the teacher lets thestudents pick content that matches the requirements in the content of communications. Otherfindings reveal that relationships with other teachers can affect the communication content incross-subject work, the teachers second subject and personal interests affect have differentamounts of influence, what method the teacher choose in course units and what part of thecurriculum the teachers consider a priority. This essay is useful for several purposes,policymakers will be able to see how teacher reason and practice particular parts of policydocuments, teachers will be able to ask themselves the same questions and reflect on whataffects their own teaching, and teaching students will be able to see how they can include theirpassion or knowledge into subject matter.
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Korrel, Lia. "Duration in English : a basic choice, illustrated in comparison with Dutch /". Berlin ; New York : Mouton de Gruyter, 1991. http://catalogue.bnf.fr/ark:/12148/cb35712649z.
Testo completoAbstract (sommario):
Texte remanié de: Th. Ph. D.--Linguistique--Québec--Université Laval, 1988. Titre de soutenance : Representing duration in the Dutch and the English verb ; the three major differences.Bibliogr. p. 135-142. Index.
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Houghton, Elizabeth. "Students' experiences : choice, hope and everyday neoliberalism in English higher education". Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/88337/.
Testo completoAbstract (sommario):
The idea of a neoliberal subject has become prevalent within critical debates about changes to higher education. This neoliberal subject is framed as an entrepreneur of the self and an investor in their human capital (Foucault: 2010). Students are urged by political policy and sector discourses to think of themselves as investors in their own futures. This manifests itself in the fetishisation of league tables and market rhetoric in the name of student choice; a concern for future employability and earnings; but also in the everyday practices of university life. This thesis aims to redress a gap in the literature on neoliberalism in higher education concerning this neoliberal subject by examining students’ experiences of higher education across different stages, subjects and universities. Drawing on Foucault (1978, 1985, 1986, 2010), Archer (2003, 2007) and Bourdieu (1986, 1988, 1990, 1991), the thesis explores how neoliberalism within higher education may affect students’ processes of self-work. In defining these narratives, it draws on broader critiques of the neoliberal project, particularly Philip Mirowski’s (2013) concept of ‘everyday neoliberalism’. In capturing students’ experiences of higher education, the thesis uses interview data alongside identity portfolios, consisting of biographical data and examples of different presentations of the self students enact during their higher education studies. The students’ narratives are analysed against the theoretical background of subject formation and neoliberalism.
12
Davies, Nick. "Investigating route-choice by recreational walkers in the English Lake District". Thesis, University of Central Lancashire, 2016. http://clok.uclan.ac.uk/16166/.
Testo completoAbstract (sommario):
Please write a brief description of your work, or copy an abstract you have included in the Thesis Walking is the principal outdoor recreation activity in the UK, and a significant part of the tourism offer. However, tourism study has not previously given significant attention to match participation levels. Furthermore, the range of participation in evidence necessitates a closer investigation. Walkers vary widely in the frequency of their walks, how important walking is in their tourism activity, and their motivations and preferences in walking environments. A combination of data collection methods involved a qualitative programme of 23 interviews with walking practitioners and an extensive survey questionnaire of walkers in the English Lake District (n=518). The study was framed by a grounded theory approach. This research design methodology reflects the exploratory nature of the study. Additionally it addresses the fact that the UK walking market is at present, supplied by a nebulous collection of sectors, which are as yet, not as congruent in their approach to management as they could be. The study resulted in a number of important findings which add to the body of knowledge on walking in national parks and other rural tourism environments. The range of walking activity can be explained in part by individual levels of confidence in the activity. Participants are either ‘casual’ or ‘serious’ in their approach towards walking; and this distinction enables research to conceptualise an activity which spans more extreme recreational activities such as mountaineering, and the significant part of the market who will walk whilst on holiday, or on day visits, but elsewise not frequently. Route-choice was found to be related to, but not dependent on the casual-serious typology: one individual could be serious in their approach but undertake less demanding, ‘more casual’ walks at certain times. This can be built upon by future research, to understand the motivations of individuals in more depth.
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Vlachou, Evangelia. "Free Choice in and out of Context : Semantics and Distribution of French, Greek and English free choice items". Paris 4, 2007. http://www.theses.fr/2007PA040084.
Testo completoAbstract (sommario):
Les Termes de Choix Libre (TCLs) ont souvent été analysés comme des Termes à Polarité. On a souvent supposé, de ce fait, que leur distribution pouvait être analysée au moyen des conditions de légitimation ou d'anti-légitimation. En m'appuyant sur des données du français, du grec et de l'anglais, je soutiens l'hypothèse que cette approche n'est pas correcte. Les TCLs ont une s'emantique lexicale riche exprimant l'élargissement, l'indiscrimination, l'indifférence, l'ignorance, l'indistinction et la d'apréciation. Puisque toutes les valeurs des TCLs peuvent être pragmatiquement bloquées dans tout contexte, je propose que la distribution des TCLs est entièrement libre, sauf dans quelques cas où on a un blocage sémantiqueIt has often been argued that Free Choice Items (FCIs) are Polarity Items. Consequently, we have analyzed FCI distribution in terms of the conditions of licensing and anti-licensing. Based on French, Greek and English data, I defend the hypothesis that this approach is not correct. FCIs have a very strong lexical semantics. They express widening, indiscriminacy, indifference, ignorance, indistinguishability and low-level. Since all the readings of FCIs can be pragmatically blocked in all contexts, I propose that the distribution of FCIs is entirely free with the exception of certain cases in which we have semantic blocking
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Farmer, Jean L. "Language choices of English L1 learners in a Western Cape high school". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2586.
Testo completoAbstract (sommario):
Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.This research focuses on the language repertoire, patterns of language use and language preferences of learners from Afrikaans homes, who are registered in the English first language classes in a particular Western Cape High School. Out interest is in how a profile of the linguistic resources of such learners and the context in which their linguistic identity develops may contribute to a perceived process of language shift in the bilingual/multilingual community where they learn and live. SCHOOL A is multi-racial and multi-lingual, with a large component of "coloured" learners living in a nearby predominantly-Afrikaans community. The thesis investigates the linguistic preferences and patterns of language choice and language use of the selected group of learners across various domains, notably at home, with relatives, at school, with peers and in their religious communities. Data from various sources is presented and discussed in detail to illustrate the variety of language skills of English L1 learners between the ages of 15 and 17 in Grades 10 and 11. This will give an impression of how multilingual a given section of the local high school population is. The profile tests whether home language or academic language has a greater influence on the later language choice of learners whose parents use Afrikaans as home language and who have English as LOLT, meaning that these learners possibly possess considerable skills in at least two languages. The data was collected by means of limited access to school records, questionnaires filled out by learners, interviews with a number of learners and a couple of parents of such learners. This gives a very good impression of which languages learners know, which they used most, which they prefer where the choice is between English/Afrikaans bilingualism, English only, Afrikaans only, or codemixed Afrikaans/English). The thesis reports on the linguistic repertoire and preferences, and also on reasons given by learners and parents for their selection of one or more of the various community languages in the different domains. Consideration is given to the possible accommodation of these learners as first language users of English which is largely a second language in the community, by other community members and institutions such as school and church. The critical interest of this thesis is to determine the nature and extent of perceived language shift in this selected community of learners at a particular Western Cape high school, and to consider whether such a shift is indicative of a more extensive process of marginalization of Afrikaans in a community that historically had a strong Afrikaans identity.
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TIMBO, MAIRA PEIXOTO. "SHIFTS AND DISRUPTIONS, DETOURS AND HIATUS: ENGLISH TEACHERS NARRATIVES OF PROFESSIONAL CHOICE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36165@1.
Testo completoAbstract (sommario):
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
O objetivo da pesquisa apresentada neste trabalho é buscar entender as trajetórias identitárias de duas professoras de inglês através da análise das narrativas nas quais elas (re)constroem suas histórias de vida profissional. Esta pesquisa está alinhada à Linguística Aplicada e à Linguística Aplicada Crítica que, através de posicionamentos críticos e reflexivos, buscam a reinvenção da vida social e novas formas de produção de conhecimento. Com base na metodologia qualitativa e interpretativista de pesquisa, os dados foram gerados a partir de conversas participativas de pesquisa entre a pesquisadora e as duas professoras. As professoras escolheram os recortes dos dados que consideraram mais relevantes para serem incluídos e analisados na pesquisa, o que fomentou uma prática reflexiva, investigativa e crítica em busca de momentos de aprofundamento de entendimentos. Conduziu-se uma microanálise das narrativas das professoras a partir dos estudos de Labov e dos princípios de coerência e causalidade, especificamente no sistema do senso comum, visando delinear a socioconstrução das escolhas profissionais das participantes. A discussão aponta para o entendimento de que as trajetórias pelas quais construímos nossas histórias de vida não são necessariamente lineares e indica que a principal contribuição desta pesquisa está em propor formas solidárias, inovadoras, híbridas e colaborativas de trabalho entre os participantes da pesquisa.
The objective of the present research is to understand the identity construction of two English teachers as they (re)construct their professional life stories. Within the theoretical framework of Applied Linguistics and Critical Applied Linguistics, this study aims at searching, critically and reflectively, for a reinvention of social life and of forms of knowledge production. Based on a qualitative and interpretive research methodology, the data were generated during participatory research conversations that involved the researcher and the two teachers. The teachers themselves selected the parts of the data that they considered more relevant to be to be included and analyzed in this research, thus fostering a reflexive, investigative, and critical practice that pursued moments of deeper understandings. A micro-analysis of the narratives, based on Labov s studies and on Linde s coherence and causality principles, more precisely on this author s common sense system, yielded understandings on how professional choice is socially constructed. The discussion points towards the understanding that the trajectories through which we build our life stories are not necessarily linear and suggests that the main contribution of the present research lies in the proposal of a more innovative, cooperative and hybrid form of work among research participants.
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Parrish, Abigail. "The impact of choice : teaching and learning languages in English secondary schools". Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/17145/.
Testo completoAbstract (sommario):
This thesis reports on a study conducted in English secondary schools investigating choices made regarding the teaching and learning of modern foreign languages. Data was collected from head teachers (n = 70) and heads of modern languages departments (n = 119) as well as from students in Year 10 (n = 666) to examine not only the decisions made by schools and students, but also the impact of these choices on students’ self-determined motivation. Whilst there are many studies investigating students’ motivation in schools, many investigating foreign language learning motivation and many using self-determination theory (SDT) this study is unique in bringing them together and linking motivation to choice. The study collects data on the languages taught in schools, which is well-documented, but goes further in examining both the reasons reported by schools for these choices and the factors and stakeholder views which schools take into account when making their decisions. The primary data collection method used was questionnaires, completed principally online. In addition, interviews were conducted with head teachers and students. Echoing previous work in SDT, findings suggest that students’ motivation is linked to having a choice, and that providing a free choice is significantly more motivating than ‘guiding’ students onto particular pathways (often done by ability). It was also found that decisions in schools tended to be made by looking inward at language learning in the school itself, focusing on the views of stakeholders closest to the process such as head teachers, heads of department and students rather than those beyond the school gates, and in an operational, rather than strategic way, focusing again on internal factors such as staffing. Students also made their decisions by looking inward at themselves, and did not report being influenced by the views of others. In line with previous work considering the importance of languages, students’ view of the usefulness of a language to them personally was the key factor in deciding whether or not to take a language. On the basis of this new area of study for MFL, recommendations for practice are made, namely that schools provide a free choice to all students or make languages compulsory in order to increase motivation, and that schools carefully consider the ways students view the usefulness of a language in designing their curriculum.
17
Woodward, Mark E. McNeil Ryan Woodward Mark E. Aubuchon Rachel McKenney W. Thomas. "Three songs for unaccompanied choir". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6259.
Testo completoAbstract (sommario):
The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 26, 2010 Thesis advisor: Dr. W. Thomas McKenney. Includes bibliographical references.
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Malik, Junaid Jalal. "Composing in English : a study of the effects of L1 or L2 planning and topic choice by Japanese learners of English". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3019/.
Testo completoAbstract (sommario):
Often when teaching oral communication, great emphasis is placed on the use of target English language only in the classroom. Reasons often given to defend this policy include the use of L1 in learning English causes unwanted language interference and extended “thinking-time” slowing down a conversation. However this may not be the best policy when producing L2 writing, particularly in the early planning stage where the use of L1 might in fact reduce cognitive loads on L2 writers especially if the topic of the writing is linked to a writer’s L1 and may be best recalled in L1. This PhD study explores the questions and reservations regarding the optimum methods of planning an English essay by Japanese writers of L2 English, both in the UK and in Japan, at intermediate and advanced proficiency levels, with particular focus on the variables of language of planning and topic choice The overarching aims of this PhD study are * To investigate whether planning in L1 about an L1 related topic or planning in L2 about an L2 related topic (language and topic match conditions) enhances L1 Japanese writers’ final essay texts in L2 English. * To investigate whether topic choice independent of planning language, or planning language independent of topic choice (language and topic mismatch conditions) have any impact on plans or resulting L2 English final essay texts. This investigation takes place in three common contexts in which L1 Japanese writers of L2 English operate. The design of the study and methods used to collect, analyse, discuss and compare data are done both quantitatively and qualitatively, that is empirically and also hermeneutically.
19
Sonkaew, Thitichaya. "Thais' writing in English on Facebook : language choice and perceptions of multilingual writing". Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/420374/.
Testo completoAbstract (sommario):
Facebook provides immense space where not only is the environment multilingual but the users are also multilingual. This is linked to the latest way of thinking in ELF where multilingual users generate ‘English as a Multilingua Franca (Jenkins, 2015). Facebook users have not only increased the use of English but are also increasingly creative in their use of English. In public or semi-public spaces in Facebook walls, the posts might be read by multiple audiences with multiple linguistic and cultural backgrounds. This qualitative research focuses on 10 Thai multilingual Facebook users, who reside in Thailand, and other countries. The study aims at examining Thais’ writing on Facebook, revealing language choice and the influences behind the use of their choice and various perceptions of writing in English and other languages. A 3-month Facebook corpus and 2 rounds of interviews reveal that communication on Facebook is complex, fluid, context dependent and adaptable with different audiences. The participants tended to use all the choices from their full ranges of linguistic repertoires with blurred boundaries between languages. This is known as translanguaging, a more recent concept of code-switching and goes beyond code-switching. With affordances provided by Facebook, it has shaped communication in a more complex way than face to face. The affordances allow Facebook users to create their semi-public communication and play with multimodal features such as photos, videos, emoticons with or without written texts. A number of different scripts and the use of different languages with multimodality are commonly found. Diverse choice of languages includes switching between English, Thai and other languages. Separate sections of different languages and switching between languages and scripts in the same chunks are also common practice. Several participants have added Thai value by putting Thai particles in their English conversations, using numeral 555 referring to sound of laughing, and using Thai Romanisation known as karaoke language. Such choices are chosen with purposes including the target audience, convenience, communicative clarity, creativity, English competence, identity and technology issues. There were various perceptions of writing in English on Facebook. Writing in English was viewed as part of the everyday life of most Thai participants, although they presented different degrees of feeling comfortable or less comfortable writing in English with certain groups of Facebook Friends. Perceptions of Thais’ writing in English to other Thais were context dependent. This practice can be perceived as positive, neutral and negative, and the majority of participants did not show a preference for a particular version of mainstream English to be used on Facebook. Although many of them were aware of being watched by other Thais for their ability to write grammatical English on Facebook, they understood that the main purpose of writing in English was for successful communication. They considered themselves legitimate users of English on Facebook. The original contribution of this study is that there are few studies in relation to multilingual practice and multimodal practice on social network sites. This study can open up new research areas and add new knowledge about a linguistic phenomenon at a particular time. The study suggests accommodation strategies in online writing which can support the existing studies of accommodation strategies in ELF research in different settings and channels. The study will benefit researchers who would like to generate greater understanding of multilingual writing on Facebook. English has penetrated social network sites, not only as a lingua franca among speakers who have linguistic and cultural differences, but also among Thais who share their mother tongue. In terms of English language teaching, teachers can encourage their students to use Facebook to learn and practice writing in English, and make them aware that there are variations of English. To communicate successfully in writing, accommodation strategies should be prioritized, rather than an excessive focus on grammar. It appears that focusing on grammar can lead to social pressure when Thais are aware of their grammar being watched. This can impede the opportunity for them to use English for fear of losing face. As Facebook can be an additional channel to learn and practice English, Thais should change their attitude of watching the grammar used by other Thais’ Facebook Friends, and they should be encouraged to use English without feeling embarrassed.
20
McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.
Testo completoAbstract (sommario):
Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagement—was the purpose of this qualitative study. The conceptual framework focused on student-centered learning and included Knowles’s theory of andragogy and Kolb’s experiential learning. The perceptions of 10 EFL teachers chosen through purposeful sampling and who regularly used technology in the classroom were gauged through structured interviews, direct observations, and document analysis. Emergent themes were extracted from the data through interpretive analysis. Results supported the fact that andragogic-based tasks with technology increased student engagement in the Japanese EFL university classroom by directly improving interaction between students and by stimulating communication and autonomous learning. The outcome of the study was a professional development program that was designed to provide better teacher training on facilitating technology-based lessons that engage learners and improve their language skills. Positive social change will result from providing better teacher training that focuses on facilitating technology-based lessons that engage Japanese university learners’ full potential and improve their language skills in more meaningful ways.
21
Yazdani, Gharehaghaj Hooshang. "The effects of reader, text, and task-related variables on EFL reading comprehension and reading strategy choice". Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313062.
Testo completo
22
Alruwaili, Hissah. "Faith, family and choice : agency in the English language socialisation of young Saudi women". Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/89183/.
Testo completoAbstract (sommario):
Considering the hard-to-reach contexts that I had experienced of young Saudi women in relation to choosing language opportunities helps to understand issues pertaining to these women in their real worlds. This thesis expands on female learners accessing desired English learning opportunities by investigating how four young Saudi women, transitioning from high school to university, navigate their religious beliefs, family and tribal values, societal change and other boundaries in pursuit of language learning opportunities. This eight-month ethnography adopts a second language socialisation perspective that allows me to examine the multiple ways in which participants access English learning opportunities. It employs a multi-sited case study design to document, compare and contrast the individual case studies of four young women. My journey unfolds differently for each case by following each participant into formal and informal language learning spaces, tracking her mobility, observing her in a prayer room, sharing in her Snaps and tweets, chatting with her in an art gallery or meeting a family member. The findings reveal the consistent presence of boundaries that are constantly being negotiated and renegotiated as participants attempt to shape their language learning opportunities. They indicate that the participants become increasing aware of the choices available to them and their ability to exercise agency in relation to English opportunities, which increases their resistance to boundaries enacted in their English classes by their teachers. However, their resistance to boundaries in the contexts of family and faith is more muted. These differences reflect the participants’ investment in their multiple identities, as those identities are understood at points in time, and those understandings depend not only on the opportunities they grant themselves, but on the access their families and guardians grant to a range of local, national and international communities as they too attempt to negotiate ongoing changes in the larger social context.
23
Borgstrom, Erica. "Planning for death? : an ethnographic study of choice and English end-of-life care". Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/245560.
Testo completoAbstract (sommario):
In 2008 the National End of Life Care Strategy was released in England to create a largescale change in the way dying patients were cared for. This dissertation explores the meaning, practice, and experiences of end-of-life care (EOLC). It is based on ethnographic fieldwork from 2010-2012 that follows policy into and across healthcare practice and the daily lives of those living with life-limiting conditions. The first part of the study analyses the discourse of policy as evident in documents, policy events, and interviews with policy-makers, to understand the core values and motivations within this new field. By emphasising patient choice through advance care planning as a way to facilitate a ‘good death’, these polices have reshaped how persons, as dying patients, could be known and how they are positioned within the healthcare system as autonomous, reflective individuals. Documents like the Preferred Priorities for Care are used to facilitate this process. As observed during clinical visits and expressed in interviews, healthcare professionals selectively use such forms, thereby demonstrating varying professional values, and treat their completion as a task. The layout and use of the forms influences professional-patient interaction and the ‘choices’ that can be made. The second half of the dissertation focuses on the experiences of those who are the subject of EOLC policy and is based on long-term interaction with 10 people (up to 14 months), often in their own homes and involving their daily routines and family; this is supplemented by an additional 43 in-depth interviews and observations of support groups. Being embedded in a social web of relations was a prominent feature of our encounters. Maintaining familial relationships and roles is important to people and they do this by navigating the flow of care and concern within the family. Assumptions about the linear trajectory of dying and the finitude of death are challenged by people’s experiences of prolonged waiting and incomplete endings as they continued to be entangled in social relationships. Consequently a wider notion of personhood beyond individual patienthood should be adopted for understanding living at the ‘end of life’. Shifting the focus from choice as an individual act and object to one of interaction, I demonstrate how a relational approach to the study of end-of-life care challenges the emphasis on the dying individual and the dichotomy between care and choice. Overall, this ethnography demonstrates the difference between how policy conceptualises end of life and choice and the way people, who may be in this category, experience living with life-limiting conditions.
24
Jensen, Strandberg Emelie. "Using Students’ Interests and Experiences in English Teaching : A Study of Teachers’ Approaches and Attitudes to the Choice of Content in English Language Learning". Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29882.
Testo completoAbstract (sommario):
This study examines teachers’ approaches and attitudes towards their choice of content in English language teaching and learning. The study identifies if, and in what amount, teachers use students’ interests and experiences in English language learning. To examine this, interviews with teachers, material and lesson plan analysis and ethnographic observations focused on the teachers’ actions were conducted. The results reveal that some teachers attempt to use students’ interests and experiences when planning English lessons, but in diverse amounts. Because of the time constraints of the English subject in Swedish primary school, the aspect of using students’ interests and experiences is often set aside.
25
Mattsson, Sophie. "A Matter of Choice : Ethical Dilemmas in Toni Morrison's Beloved". Thesis, Södertörn University College, School of Language and Culture, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-387.
Testo completo
26
Xunfeng, Xu. "The choice between the genitive and of-construction in present-day English : a corpus-based investigation using statistical modelling techniques". Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337432.
Testo completo
27
Bianchi, Robert Michael. "Arabic, English or 3arabizi ? : code and script choice within discussion forums on a Jordanian website". Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654740.
Testo completo
28
Pu, Hsin-Hui. "A methodology for exploring tourists' choice of holiday destinations : the case of English seaside resorts". Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/667/.
Testo completo
29
Trilla, Graciela. "Bilingual and biliterate by choice: profiles of successful Latino high school seniors". Thesis, Boston University, 2003. https://hdl.handle.net/2144/33573.
Testo completoAbstract (sommario):
Thesis (Ph.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The lives of eleven Latino subjects meeting strict language proficiency criteria were examined as individuals, students, peers, family members, and as members of their community. The students became bilingual and biliterate over time, having arrived in the United States as children with limited English proficiency. Factors believed to have contributed to their bilingual status were categorized in the areas of home, school, individual and society. These were identified through questionnaire, interviews and accountings of academic histories. Language proficiency was measured with story retelling tasks in each language, and scores on the Test of English as a Foreign Language (TOEFL) and Spanish Advanced Placement exams. Each subject became bilingual and biliterate through varied and complex circumstances. The data revealed factors that interacted in different ways for each of the subjects although they reached the same results of bilingualism and biliteracy. Two factors, however, were present in each case. One was the use of Spanish in the homes as the dominant language of the parents, and the other was the participation in Spanish language arts classes in high school. The subjects exhibited values such as loyalty to the family, respect for elders and figures of authority, a strong work ethic, and a positive perception of both the Latino identity and the Spanish language. They had all been instructed in bilingual education programs. The Spanish language arts program at the high school provided the subjects with a challenging curriculum in Spanish. They shared the perception that the high school as well as society regarded them with respect as bilingual and biliterate Latinos. The subjects held a strong image of themselves as Latinos proud to be mastering English while educated in both languages. All eleven subjects believed that Spanish was integral to their lives and that learning English did not have to be at the expense of the continued development of Spanish.
2031-01-01
30
Newstam, Lina. "English, Swedish or both? : An empirical study on teachers’ choice of language in the EFL classroom". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23470.
Testo completoAbstract (sommario):
There are different ideas when it comes to the use of either Swedish or English during EFL lessons. Therefore, the aim of this study was to investigate teachers’ choice of language in the upper elementary EFL classroom in Swedish schools and their arguments for the use of one or the other. In order to find out which language different teachers use and why, semi-structured interviews with six different teachers were carried out. All respondents were currently teaching English in grade 4-6. The results of the study show that the teachers’ most commonly used language in the EFL classroom is English. However, several of the teachers mention that they also use Swedish, for example when it comes to explaining difficult instructions or grammar. All teachers participating in this study mention the importance of hearing and using English in order for the pupils to learn English and therefore they try to use mostly English. Nevertheless, this study only has six participants, all living in the same county and working at schools with many similarities, which makes it difficult to draw any generalizable conclusions. To be able to draw better conclusions, a study would have to be conducted with more participants within a larger area.Engelska
31
Khambhaita, Priya. "British South Asian women in English universities : a study of 1st year and choice at university". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/208201/.
Testo completoAbstract (sommario):
This thesis is made up of three papers and aims to explore the higher education routes taken by British Asian women covering analyses of degree subject and institution choices. The first paper explores the subject choices of UK home applicants to undergraduate degree courses with the use of multinomial logistic regression and Universities and Colleges Admissions Services applicant data. The study finds that there are clear differences both across and within ethnic groups in terms of preferred subject choice. Overall, ethnic minority groups other than the Black Caribbean group are more likely to apply to study subjects leading to careers in the professions when compared to the White ethnic group. Differences were found within ethnic groups and these were related to socio-economic background. The second paper uses binary logistic regression analysis and HESA enrolment data for academic years 1998 and 2005 to explore (i) the decision to move out of the parental/guardian home whilst attending university and (ii) the decision to move out of one's home region conditional on the fact a student is not living in the parental home. Findings suggest that Indian, Pakistani and Bangladeshi female students are all more likely to live in the parental/guardian home than White students. Students from all three Asian groups that do move out are less likely to attend a university outside their home region. These patterns are persistent in both 1998 and 2005. The third paper examines with the use of qualitative semi-structured interviews Indian mothers' perceptions of their roles in their daughters' university subject choices. The sample included nine women from varying educational backgrounds with different migration stories. It was important to all the interviewees that their daughters attend university, and this was something they had always envisaged. This aspiration was prevalent across the sample. The women rarely offered specific subjects and careers that they preferred for their daughters. Instead they had an inclination for a wide number of careers that shared specific favourable features such as high pay rewards.
32
Walker, Pamela Anne. "Fashioning death : the choice and representation of female clothing on English medieval funeral monuments 1250-1450". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/fashioning-death-the-choice-and-representation-of-female-clothing-on-english-medieval-funeral-monuments-12501450(9deb9025-e9fe-4814-bdb7-1ecd9f131800).html.
Testo completoAbstract (sommario):
This interdisciplinary thesis reassesses the use of funeral monuments for the study of medieval clothing. By using an object-centred quantitative approach, a chronological database of changes depicted on English funeral monuments of the thirteenth, fourteenth and fifteenth centuries has been developed. The analysis of the clothing represented on the monuments has then been used to inform qualitative analysis which looks at the monument in context. For example, the disjunction between depictions of ‘immoral’ clothing on effigies and brasses and the criticism of this type of clothing has been analysed by using literary sources to show both sides of the contemporary debate on fashionable clothing and its relation to identity .A further study was done on the depiction of jewellery on monuments which found that perceived notions of jewellery being popular with medieval women did not concur with the evidence from the funeral monuments. Analysis of literary, documentary and archaeological sources showed that visual sources must not be taken at face value to illustrate discussions because they need to be seen in context as a funeral monument with its own function, which is the key argument of the thesis.
33
Brisley, Adam Leon. "Accessing cancer care in the context of a changing English National Health Service". Thesis, University of Manchester, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654877.
Testo completoAbstract (sommario):
This thesis is based on 18 months ethnographic fieldwork in and around the National Heath Service (NHS) in Greater Manchester, UK, between 2011 and 2012. The fieldwork focused on practices and experiences of cancer care and the care of other related diseases (e.g. brain tumour, post surgical pain and cancer related mental illnesses) and primarily involved in-depth interview-based case studies with patients, carers and clinicians, as well as participant observation at hospital outpatient clinics and a local cancer centre. Over the past thirty years, the English NHS has been through numerous market- based structural reorganisation programmes broadly aimed at increasing provider competition and patient choice within the health service. At the same time, various new ways of configuring medical knowledge and reforming the ‘traditional clinical interaction’ have grown in influence in NHS care practices. This thesis seeks to record the ways in which new managerial technologies, clinical tools and medical and healthcare rationalities (e.g. risk medicine, patient pathways, diagnostic categories and the logic of patient choice) introduce new ways to experience disease and treatment. Following Das (2015), among others (see Biehl and Moran- Thomas 2009), I do not treat these abstract forms as dominating forces that over-determine experience and practice. But instead, I attend to how broad structures and rationalities become embedded in practices, experiences and biographies of illness and care. In particular, I focus on what is required for care to be accessed (or ‘activated’) in a context permeated by these competing systems of value and meaning.
34
Braswell, Sean. "Choice and social segregation in education : the impact of open enrolment on the social compositions of English secondary schools". Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:cae77039-f7e1-42ac-bdc0-305b083a8a84.
Testo completoAbstract (sommario):
The Education Reform Act of 1988 introduced a policy of open enrolment into English secondary education that was designed to enhance the scope for parental choice of schools. In the resulting 'quasi market' for education, state school admissions authorities can no longer deny most expressed parental preferences, and the majority of state educational funding follows pupils to the secondary schools that they attend. Accompanying these policy reforms has been a longstanding concern that the new school attendance patterns resulting from the enhanced choice present within an open enrolment system would further polarize the social compositions of secondary schools in England. This thesis employs recently developed individual-level databases such as the Pupil Level Annual Schools' Census (PLASC), along with GIS mapping software, to investigate the role that choice of non-local schools played in the degree of social segregation in English secondary schools in 2002. A detailed analysis of the data reveals high rates of non-local school attendance across many areas of England in 2002 as large numbers of pupils from all backgrounds bypassed their local schools in favour of non-local alternatives. Although non-local school choice was exercised by both disadvantaged and more advantaged segments of the schooling population, pupils eligible for free school meals were less likely to attend higher performing non-local schools than their more advantaged counterparts. The disproportionate gains made from non-local school attendance by more advantaged secondary pupils within the marketplace helped to reinforce local school hierarchies already strongly associated with performance and social composition. As the individual level pupil data in PLASC illustrates, the exercise of non-local school choice in 2002 produced school compositions that were more segregated by socio-economic status than they otherwise would be under a system of local school catchments. Thus, rather than helping to diminish the social segregation of secondary pupils resulting from pronounced residential segregation levels, the availability of parental choice instead further stratified most English secondary schools by socio-economic status in 2002.
35
Ralph, Marjoire. "The Stories of Three High School English Teachers Involved in a Collaborative Study Group". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2577.
Testo completoAbstract (sommario):
The purpose of this action research study was to observe, participate in, and tell the story of teachers involved in a professional development experience. Professional development is an important tool to assist teachers in improving their teaching abilities. After a review of the literature on various forms of professional development and some personal experience with a variety of professional development activities, I created a collaborative study group (CSG) that included three teachers. Their work together was studied using a narrative approach to action research. The stories of these three teachers and their experiences with an informal professional development activity are shared in narrative prose that honors the voices of the participants. The data were analyzed through an iterative process that revealed the content and process of the professional development experience and allowed me to evaluate the activity. Over the six-month study the participants explored a range of issues such as education challenges, students the teachers were working with, and the personal and professional lives of teachers. The teachers discussed educational issues related to helping students (them), the individual teachers (me), and the teachers' relationships with each other (us). The CSG was a unique and informal professional development experience that empowered the participants to take charge of their personal and professional growth as teachers. This study provides evidence that teachers do not need to rely on school or district initiatives for professional development activities but can seek out other teachers to design meaningful and effective professional development.
36
Carter, David Andrew. "Time for change : a study of enrolment decision dynamics for admission into English secondary education". Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12305.
Testo completoAbstract (sommario):
Cross-sectional studies suggest a prevalence of mental health problems from the age that children change to English secondary schools but there are few longitudinal appraisals of these issues and how enrolment policies influence psychological wellbeing. This research focuses on key factors linking competition for secondary schools and family responses to such challenges to determine enrolment policies that can sustain wellbeing longer-term. Integrated, model-based multimethodology was used in this urban, case-based study. Views were induced from multi-agency, expert practitioners to agree a system dynamics concept model. Parental decision-making behaviours were deduced by survey to understand key factors for model calibration. Dynamic system sensitivities were abduced from the simulation model before comparing long-term psychosocial impacts on children from expert, policy-support suggestions. Modelling demonstrates that two principal feedback loops influence family psychosocial systems when deciding secondary schools (parent-child wellbeing reinforcement plus knowledge of schools balancing parent concerns). Exogenous competition stressors on psychosocial systems can erode parent knowledge while testing student resolve. Competition guidance to remove risk-laden school options (league table comparison) before sequencing any remaining choices by profit (school visits), are not always used deciding urban secondary schools. Instead, families lacking experience can adopt decisive styles based on parent needs alone. Given autocratic leadership, child wellbeing rapidly deteriorates when student needs cannot be met by schools. Rather than ending student-selective entrance tests or raising knowledge of schools at visits, effective multi-agency support policy helps by increasing school choice debate frequency within families to address psychosocial system imbalances. The research makes a clear, three-way contribution to knowledge. Firstly, intrinsic case study theory is enhanced by data triangulation between induced, deduced and abduced research approaches. Secondly, the system dynamics discipline is strengthened by studying compulsory school enrolment. Finally, developing practice-based policy through multi-agency groups endorses cooperative rather than unilateral solutions, for helping change lives.
37
Williams, Jenevora. "The implications of intensive singing training on the vocal health and development of boy choristers in an English cathedral choir". Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019322/.
Testo completoAbstract (sommario):
Boy choristers who sing in UK cathedrals and major chapels perform to a professional standard on a daily basis, with linked rehearsals, whilst also following a full school curriculum. This research will investigate the impact of this intensive schedule in relation to current vocal health and future development. This research reports the findings of a longitudinal chorister study, based in one of London's cathedrals. Singing and vocal behaviour have been profiled on a six-monthly basis across three years using data from a specially designed perceptual and acoustic assessment protocol. The speaking and singing voice data have been analysed using a selection of techniques in current usage in both laboratory and clinical settings. Evaluation and comparison of these methods has enabled a range of effective assessment protocols to be suggested. The behaviour of the voice at the onset of adolescent voice change has been observed using electroglottogram data. The boarding choristers numbered thirty-four in total, eleven of whom were selected for longitudinal analysis. Similar acoustic data have also been collected from three other groups of boys, a total of ninety individuals, for comparative purposes. It has been possible to quantify the possible influence of both school environment and vocal activity on overall vocal health. Significant differences have been noted between the vocal health of the boys in the chorister group and the non-choristers; the boarding choristers, although having the highest vocal loading, have the lowest incidence of voice disorder. This would in itself suggest that either the voice is being athletically conditioned to support such activity, or that the chorister group employs some self-regulation with regard to overusing the voice. The comparison with various other groups of boys implicates the cultural and social influences of peer groups in voice use. The longitudinal observations of the choristers illustrate the development of vocal skills and the impact of increased choral responsibility on the vocal health of the individuals. It has also provided insights into the vocal behaviour during the onset of adolescent voice change with particular information about the vocal skills employed in the upper pitch range; the nature of phonation in the upper pitch range of trained boy singers entering voice change.
38
Grosik, Sarah Arva. "The Path to University Admission in the United States through Intensive English Programs". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/459817.
Testo completoAbstract (sommario):
CITE/Language ArtsEd.D.
In recent years, university-based Intensive English Programs (IEPs) have expanded to serve the growing population of international students who wish to earn their degrees at U.S. universities. Many of these IEPs have shifted their focus to assist these academically bound international students by functioning as a bridge to enrollment in American undergraduate or graduate degree programs. Accordingly, it has become increasingly important to investigate and better understand how such programs are serving this student population. This dissertation explores how one university-based IEP is preparing its academically bound international students for their subsequent academic studies. In order to gain greater insight into students’ experiences throughout the college-going process, current and former students were interviewed about the ways in which this IEP facilitated their admittance to, enrollment in, and academic readiness for success in university degree programs. Additionally, interviews with instructors and administrators, observations of IEP courses and advising sessions, and student test score and academic record data were all analyzed to gain a more holistic understanding of the processes these students undergo in the pursuit of their academic goals. This study draws upon Lave and Wenger’s (1991) theory of situated learning as a theoretical framework to examine the academic socialization that international students studying at a university-based IEP experience throughout the college-going process. The findings from this study revealed that in addition to English language instruction, university-based IEPs with academically bound student populations must also provide their students with the college choice support and academic readiness skills necessary to achieve their goals. By conducting an in-depth analysis of one university-based IEP, this dissertation offers concrete implications that IEP administrators and instructors can enact in order to better support their students throughout the university applications and admissions processes, while providing these students with the linguistic and academic skills necessary for ultimate success in their undergraduate or graduate degree program.
Temple University--Theses
39
Katalayi, Godefroid Bantumbandi. "The DR Congo English state examination: some fundamental validity issues". Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/1682.
Testo completoAbstract (sommario):
Magister Educationis - MEdThe test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir's (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination. A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the test, and the interview. Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students; (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good; (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards.
South Africa
40
Chaoui, Nayla Aad. "Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses". Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/21.
Testo completoAbstract (sommario):
The study takes a close look at relationships between scores on a Mathematics standardized test in two different testing formats - Multiple-Choice (MC) and Constructed Response (CR). Many studies have been dedicated to finding correlations between item format characteristics with regards to race and gender. Few studies, however, have attempted to explore differences in the performance of English Learners in a low performing, predominantly Latino high school. The study also determined relationships between math scores and gender and math scores and language proficiency, as well as relationships between CAHSEE and CST scores.
Statistical analyses were performed using correlations, descriptive statistics, and t-tests. Empirical data were also disaggregated and analyzed by gender, and language proficiency. Results revealed significant positive correlations between MC and CR formats. T-tests displayed statistically significant differences between the means of the formats, with boys and English Only students having better scores than their counterparts. Frequency tables examining proficiency levels of students by gender and language proficiency revealed differences between MC and CR tests, with boys and English Only students earning better levels of proficiency. Significant positive correlations were shown between CST scores and multiple-choice items, but none were found for CST scores and constructed response items.
41
Smith, Jacqueline Marie. "Women's Narratives of Confinement: Domestic Chores as Threads of Resistance and Healing". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5578.
Testo completoAbstract (sommario):
The term "narratives of confinement" redefines the parameters by which first-person, fictive and non-fictive, accounts of female captivity are classified, broadening the genre beyond Indian captivity narratives and slave narratives to include other works in which female narrators describe physical and/or psychological confinement due to tangible or non-tangible forces. Often these narratives exhibit the transformation of the drudgery of housewifery into powerful symbols of resistance and subversion, especially in reaction to traumatic events related to confinement. Needlework and food, including its preparation and distribution, frequently emerge as metaphors that express the ways in which disempowered women seek to regain control in their lives: sewing often represents an effort by women to seize power, blending the creative act with economic achievement; food preparation also relates to creativity and economic achievement and often represents love and nurturing. In this study, I examine three representative narratives of confinement, using close reading and scholarly evidence as support: Mary Rowlandson's 1682 Indian captivity narrative, A True History of the Captivity and Restoration of Mrs. Mary Rowlandson; Harriet Jacobs' 1861 slave narrative, Incidents in the Life of a Slave Girl: Written by Herself; and Toni Morrison's 1987 fictional neo-slave narrative, Beloved. My examination begins the dialogue regarding the connection between domestic metaphors and narratives of confinement, broadening scholarship to allow more consideration for the subtle, feminized language of domesticity.
42
Papageorgiou, Ifigenia. "When language policy and pedagogy conflict : pupils' and educators' 'practiced language policies' in an English-medium kindergarten classroom in Greece". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6677.
Testo completoAbstract (sommario):
An international school (BES) in Greece, overwhelmingly attended by Greek origin children, has adopted, as its language policy, English as the ‘official’ medium of interaction, including in the Reception classroom, the target of this research. That is, through its language policy, the school aims to promote the learning and use of English throughout school. At the same time, the school has adopted ‘free interaction’ in designated play areas as its pedagogical approach. The aim of this approach is to promote learners’ autonomy and, in the particular case, it could be interpreted as including the possibility of using Greek. Thus, a conflicting situation has developed: how to reconcile the school’s English monolingual language policy and the pedagogical approach in the play areas? Reception educators are expected to police the use of English in the kids’ play areas without however undermining children’s autonomy and/or disrupting their ‘free interaction’. The feelings and views expressed by educators show that they are seriously concerned about how this conflicting situation can be approached. The aim of this thesis is to respond to this issue of concern by providing a detailed description of how the school’s conflicting policies are actually lived in the educators’ and pupils’ language choice practices in the play areas of their classroom. By adopting the Applied Conversation Analytic perspective of “description-informed action” (Richards 2005), a perspective whereby practitioners are made aware of their own practices and are left to “make (their own) decisions regarding the continuation or modification” of their own policies and practices (Heap, 1990: 47), the aim is to raise BES stakeholders’ awareness about the possible advantages, possibilities and limitations of their policies and practices in Reception, and thus pave the way to more informed language policy making and practice in the school. The data consists of audio-recorded naturally occurring child-child and childadult interactions in the school’s play areas. The analytic framework draws on Spolsky (2004), for whom “the real language policy of a community” resides in its language practices (hence the notion of ‘practiced language policy’), and on conversation analytic methodologies applied to language choice (Auer 1984, Gafaranga 2000, 2001, 2005, 2007a, 2009). The key finding is that, adult school members and children respond to the school’s conflicting policy demands in different ways, i.e. by orienting to different ‘practiced language policies’. On the one hand, as the adults’ ‘medium request’ (Gafaranga 2010) practices in the kids’ play areas demonstrate, from the adult perspective, at all times, participants need to attend to a language preference that is ‘institutionally-assigned’, i.e. adults orient to a ‘practiced language policy’ that is in line with the “declared” (Shohamy 2006) English monolingual language policy of the school. This shows that they have responded to the school’s conflicting policy demands by prioritising the school’s language policy (use of English) at the expense of the pedagogical approach (learners’ autonomy). On the other hand, children approach the conflicting situation differently. Children seem to have developed an alternative ‘practiced language policy’ according to which language choice during peer group interaction is not organised around the school’s “declared” (ibid) language policy but around their interlocutor’s “linguistic identity” (Gafaranga 2001). This alternative language policy allows the kids to attend to the pedagogical approach (learner autonomy and free interaction).
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Hsu, Wei-Tsung. "EFL students' English language knowledge, strategy use and multiple-choice reading test performance : a structural equation modeling approach". Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/64879/.
Testo completoAbstract (sommario):
In Taiwan, a reading comprehension component is included in the English test of the Senior High Academic Ability Examination (SHAAE) – a national examination which can be regarded as a university entrance examination for students in their final year of senior high. This reading subtest consists of a multiple-choice format. Studies on language assessment, L2 reading and L1-L2 reading have suggested that EFL students’ performance on multiple-choice reading comprehension tests is attributed to two major factors: English Language Knowledge and Strategy Use. This feature raises a number of issues. Does the multiple-choice reading comprehension subtest of the English component at the SHAAE measure what it is intended to assess? Do Taiwanese senior high school students’ English Language Knowledge and Strategy Use have an effect on their multiple-choice reading comprehension test performance? What are the relative contributions of students’ English Language Knowledge and Strategy Use to their reading comprehension test performance? Is there a language threshold for students’ deploying some strategies to contribute to their reading test performance? The current study sets out to address these issues. It investigates the relationship among Taiwanese senior high school students’ English language knowledge, reading and test-taking strategy use, and their multiple-choice reading comprehension test performance. The findings of the research are connected with: (a) the English language teaching approach for English language teachers in Taiwan; (b) the validity of the reading comprehension subtest of the English component at the SHAAE; and (c) the validity of salient models of language ability. A quantitative research approach is used that involves an ex post-facto correlational research design, utilizing survey methodology. An English Language Knowledge test, a Strategy Use questionnaire, and a multiple-choice reading comprehension test serve as instruments. 1064 EFL students in six senior high schools located in the south region of Taiwan participated in the study. Data was collected in the classroom during English class sessions. Participants took a reading test and completed a Strategy Use questionnaire. Three to seven days later, they sat an English Language Knowledge test. Exploratory factor analysis is conducted to extract components underlying the data collected from instruments. Structural Equation Modeling is applied to examine the relationship among students’ English Language Knowledge, Strategy Use and their reading test performance. The main finding of the study is that Taiwanese senior high school students are strategic readers/test-takers. Their English Language Knowledge and Strategy Use contribute to their reading test performance. However, compared with that of English Language Knowledge, the contribution of students’ Strategy Use to their reading test performance is smaller. In addition, a language threshold is present for students deploying strategies contributing to their reading test performance. In conclusion, the thesis addresses the need for implementing strategy instruction for students to improve their Strategy Use in a reading test and further to promote their reading test performance. The discussion also compares the outcome of the research with other approaches to Reading/Test-taking Strategy Use and current models of Strategic Competence.
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Pond, Julia. "Divine destiny or free choice Nietzsche's strong wills in the Harry Potter series /". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-03312008-142833/.
Testo completoAbstract (sommario):
Thesis (M.A.)--Georgia State University, 2008.Title from file title page. Pearl McHaney, committee chair; Stephen Dobranski, Nancy Chase, committee members. Electronic text (71 p.) : digital, PDF file. Description based on contents viewed July 2, 2008. Includes bibliographical references (p. 63-71).
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Totò, Giulia. "Italian translations of English stream of consciousness : a study of selected novels by James Joyce and Virginia Woolf". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/16180.
Testo completoAbstract (sommario):
The appearance of the stream of consciousness novel in the early Twentieth century marked a revolutionary moment in the history of English-language literature. Authors such as Joyce, Woolf and Faulkner aimed at simulating through language the inner workings of the human mind which were explored by contemporary psychology and philosophy. Their experiments with linguistic and narrative possibilities make their work a stimulating subject of study, both in the original and in translation. Although stream of consciousness novels by different English-speaking authors have been examined together linguistically before (e.g. Humphrey 1954, Dahl 1970, Cohn 1978), no translation study of this kind has yet been attempted. In this thesis I examine how the main traits of the stream of consciousness genre, such as the apparent lack of narratorial control, privacy and spontaneity of the fictional discourse, are recreated in Italian. The core of this thesis is formed by a set of systematic comparative analyses of linguistic parameters which contribute to conveying these traits: punctuation, exclamatory utterances, interjections and lexical repetition. For the purpose of my investigation, I built a corpus of six English stream of consciousness passages with their nineteen Italian translations and re-translations. The source texts are drawn from Joyce’s A Portrait of the Artist as a Young Man (1916) and Ulysses (1922), and Woolf’s Mrs Dalloway (1925) and To the Lighthouse (1927); the target texts from their complete translations published from 1933 to 1995. The analysis starts from the investigation of local translational choices and proceeds to identify patterns of behaviour. This qualitative method is complemented by a quantitative examination of the frequency of particular translation solutions both within and across target texts. The series of (re)translations are also compared diachronically and related to the retranslation hypothesis, according to which later translations tend to be closer to the source text. My research also puts the stream of consciousness phenomenon into the Italian socio-cultural context by examining how it was received in Italy across the Twentieth century.
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Edsman, Martina. "A Choice in Reading : A Study of Student Motivation for Studying English Literature in Upper Secondary Schools in Sweden". Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30689.
Testo completoAbstract (sommario):
This essay aims to examine the attitudes and motivation toward literary studies in English in upper secondary school students as well as to determine which tools practicing teachers can apply to increase their students’ language learning motivation within literature teaching in the Swedish curriculum. The questions that this study set out to answer was: How do students rate their ability to succeed in different tasks relating to English literary education? How can teachers in Sweden design their lessons in English literature to motivate their students? Which are some of the best ways to teach literature to students from a motivational standpoint? The primary theories used in this study are; self-efficacy theory and theories regarding intrinsic and extrinsic motivation. This study used a qualitative method to examine the students’ attitudes towards reading English literature in schools. The research tool used is a questionnaire with both general questions regarding literature in addition to questions about how the students would rate their chance to succeed with a task relating to literary studies. This study found that one of the primary methods that teachers should apply when teaching literature to EFL students was giving the students a choice in reading material as well as using age-appropriate material. Using shorter texts such as short stories and extracts from novels was also a method that the students’ preferred. This study showed that using standardized testing is the least preferred examination method to use when assessing the students. On the other hand, the preferred examination methods were writing book reports, essays or using group discussions or answering study questions. Furthermore, it is important for the teacher to know the group and plan accordingly and listen to the students and give them a choice in what they read and how to assess them at the end of the literary module to give the students a greater chance of success.
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Dunn, Robert Lowell. "Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English". Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13921.
Testo completoAbstract (sommario):
Master of ArtsDepartment of Modern Languages
Mary T. Copple
Adjective use and intensification by native speakers of English has been the subject of much study, yet intensification strategies used by non-native speakers have received relatively less attention. The present study compares adjective use by five native English speakers with that of five English L2 speakers at Kansas State University in order to describe in detail how learner patterns of use differ from those of native speakers living in the same community. From conversational data, adjectives were extracted and analyzed for linguistic features such as adjective class, and use of intensification. Results quantify how the non-native speakers have access to a smaller set of adjectives than native speakers, and how those sets differ. Interestingly, the L2 speakers intensify their adjectives at a higher rate than native speakers, again employing a smaller set. The types of adjectives used by the two groups differed in significant ways, with native speakers using more precise, contextually-specific evaluative adjectives such as crappy, elite, retarded, and obsessed, while non-native speakers used more generic adjectives such as happy, nice, long, and famous. The generalized nature of these adjectives, as well as the smaller number of lexemes at the non-native speakers’ disposal, may account for the increased rate of intensification shown by the non-native speakers. Specifically, the depth and complexity of meaning required for conversational interaction is more often handled by native speakers via a variety of specialized adjectives, while non-native speakers must rely more on adjective intensification in order to convey subtle differences in meaning. These results help us better understand how advanced learner language compares to native use. Implications for English language teaching include, but are not limited to, new insight into the types of adjectives taught for conversational English, explicit teaching of intensification strategies, and teaching learners how to construct compound adjectives.
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Martin, Jennifer. "KS3/4 Wider curriculum choice : personalisation or social control? : a contemporary study of influences on Year 9 students’ decision-making in an English comprehensive school". Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9397.
Testo completoAbstract (sommario):
This research concerns tensions between ‘personalisation’, a neo-liberal concept adapted by New Labour to empower and motivate students and ‘performativity’, an aspect of governance whereby institutional effectiveness is monitored by statistical outcomes. Their ambiguous reconciliation in Personalised Learning (DfES 2004a) continues to develop in schools and colleges. A research focus on Key Stage 3/4 wider curriculum choice, one of five key but under-researched elements in this policy, provides the opportunity to explore this paradox. Involving an investigation into the recent experience of 14-15 year olds in an inner city English comprehensive school, the degree of equity afforded students in decision-making, based on teacher perceptions of students as achievers and underachievers may reveal conflicting values in the management of this process. Taking an ethnographic approach to case study development, triangulation of method and source is used to test internal validity. Analysis of interview data from a range of pastoral staff provides outline images of the institutional management of student choice. A comparative statistical analysis using data from anonymous student questionnaires provides an independent account of the effects of this interpretation on the student stakeholder role. From the questionnaire sample, qualitative data from twenty student interviews offers further insight into the processing of decisions. Relying on respondent validation procedures throughout, for ethical reasons the identification of student interviewees as ‘achievers’ or ‘underachievers’ is retrospective. Demonstrating how student access to the KS4 optional curriculum operates, the research reveals power differences firstly between the student cohort and ‘gate-keeping’ pastoral staff and secondly between individual students. While some evidence of social control through self-surveillance, implied through Foucauldian criticism of neo-liberal strategies (Rose and Miller 1992) may exist, the extreme social and economic deprivation of the area is used to justify this institutional interpretation of the stakeholder role through the moral imperative of social inclusion.
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Pond, Julia Rose. "Divine Destiny or Free Choice: Nietzsche's Strong Wills in the Harry Potter Series". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_theses/35.
Testo completoAbstract (sommario):
This paper considers the influences of fate and free will in J.K. Rowling’s Harry Potter series. Current scholarship on the topic generally agrees that Rowling champions free will by allowing her characters learning opportunities through their choices. By using Friedrich Nietzsche’s philosophy on fate and free will and by more closely examining the Harry Potter texts, this paper demonstrates fate’s stronger presence in Rowling’s fictional world. Certain strong-willed characters rise above their peers’ fated states by embracing their personal fates and exercising their wills to create themselves within fated destinies. The paper also explores the possibility of an authority directing fate.
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Woodall, James. "Control and choice in three category-C English prisons : Implications for the concept and practice of the health promoting prison". Thesis, Leeds Beckett University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516318.
Testo completo