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In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following an assimilative framework (Blackledge, 2005; Blommaert & Verschueren, 1998). This seven months mixed methods study investigates whether the goal of social integration of immigrants can be achieved through the ESOL for citizenship course and the ways in which this course can affect their identity. It also investigates the effects of the government’s policy on classroom pedagogy. The data was collected in Manchester and Lancashire county using semi-structured interviews with eight participants of Pakistani and Indian origin who were studying ESOL for citizenship courses, and questionnaires from seventy-four learners who had already gained nationality. Thirty-two questionnaires were also distributed among ESOL for citizenship teachers to investigate the effects on classroom pedagogy. A thematic analysis was then conducted on the data. The findings showed that the course does not ensure social integration of immigrants as it depends on various social factors: language use, length of stay in the UK, type of neighbourhood, extended family in the UK, and decisions made by the family. The course does not help in changing the identity of the immigrants as the participants still wanted to identify themselves with their native country and only considered British nationality as a status. The political purpose this provision is serving has negatively affected ESOL teachers and their classroom pedagogy. The limitations of this study are that it was unable to observe the migrants getting involved in the community as well as to conduct interviews with the teachers. Future studies with learners of other nationalities can be conducted using ethnographically informed methods. This study refuted the claims made by the UK government related to immigrants’ social integration thus the need is to separate this provision from immigration and to provide support to teachers and learners.

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Thesis (Ed.D.)--Boston University / PLEASE 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. / This study investigated the occurrence of pragmatic transfer in the refusals of Korean EFL learners at three proficiency levels due to the cross-cultural differences in refusal patterns in Korean and English. Forty native speakers of Korean, 37 native speakers of English, 22 beginning, 43 intermediate, and 46 advanced Korean EFL learners participated in this study. Data were collected using a written discourse completion test taken from Takahashi and Beebe (1987) and Beebe et al. (1990), which elicited refusals of requests, invitations, offers, and suggestions :from interlocutors of different status (i.e., higher, equal, and lower status). The data were also categorized according to the refusal taxonomy of Takahashi and Beebe (1987) and Beebe et al. (1990), and were analyzed in terms ofthe :frequency and content of the semantic formulas used by the subjects. The learners' refusals were compared to those of native speakers ofKorean and English in order to examine the extent of pragmatic transfer from Korean to English. Evidence of pragmatic transfer was found in the refusals of learners at all three proficiency levels. Further, pragmatic transfer increased as learners' proficiency increased, supporting Takahashi and Beebe (1987)'s positive correlation hypothesis. Beginning level learners' refusals, due to a lack of target language knowledge, tended to be short and abrupt, deviating from both native and target language speakers' refusals. Intermediate level learners were able to express Korean norms of politeness in their target language refusals to a greater degree than were beginning level learners. Advanced level learners' refusals, however, resembled those of native speakers ofKorean to the greatest degree. They had sufficient linguistic means to transfer the forms as well as the tentative, figurative, and philosophical tone of their native language to the target language. In addition, advanced learners were at times more verbose than native speakers of Korean or English since they elaborated and mitigated their refusals by using the preferred semantic formulas of both their native and target languages. The implications of the findings for teaching and learning pragmatics in the EFL classroom were provided. / 2031-01-01

In an era of increased global investment in the use of technology in education generally, Saudi Arabia has intensified its quest to incorporate E-learning as a supplementary tool for English as a Foreign Language (EFL) at the high school levels. The benefits of this paradigm shift are obvious because the growth of the Internet and the proliferation of computers appear to have had a direct impact on the steady increase in popularity of E-learning, especially for EFL, in Saudi Arabia. This research is premised on the assumption that the successful implementation of E-learning in Saudi Arabia will require the readiness of students and teachers in particular, ahead of the adoption and use of the technology for teaching and learning. This study adopts a mixed method approach using both qualitative and quantitative methods at three stages in order to achieve distinct research objectives. The first stage of the research involved qualitative interviews with students and teachers that explored the underlying factors of readiness of students and English teachers. The second stage of the research involved surveys with students and English teachers that examined their current level of readiness, as well as any age and/or gender differences in their readiness to use E-learning as a supplementary tool for EFL in Saudi Arabia. The third and final stage involved in-depth qualitative interviews with national and regional government officials as well as heads of families in order to develop a deeper understanding of the current level of readiness for students and English teachers. Overall, the present study provides an alternative perspective to understanding the readiness of students and teachers to use E-learning, particularly in the Saudi context. The study establishes that in developing societies where institutions are less established and considered thinner, the introduction of E-learning in such societies will require more than the availability of financial resources and political will. The research outcome demonstrates that the readiness of students and teachers for E-learning in Saudi Arabia is indicated mainly by a set of underlying personal factors which are influenced by a set of external factors. In terms of the current level of readiness of the respondents, there is a mixed outcome. Further, there are also some differences and similarities in the readiness of respondents to use E-learning for EFL based on age and gender. Finally, this study contributes to the existing body of international literature on E-learning readiness by proposing an expansive new framework that takes into account both personal and external factors in exploring readiness. More so, the propose new framework incorporates the significant role the wider cultural and social context plays as well as the importance of gender issues and their particular centrality in the Saudi context in relation to individual and organisational E-learning readiness.

What is the role of literature study in EFL education? How can the study of literature make its maximum contribution within the total field of EFL education? These are the two major questions which this paper attempts to answer. The urge that prompted this study comes from the author's deep concern with the study of English at advanced levels in foreign language institutes in China. Research and study of the students and other circumstances at these language institutes show that it is possible as well as desirable for advanced students there to take up the study of literature. Literature study was the only approach to language teaching before the 1940's. In the modern approaches to language teaching, attention has been given to the study of language itself, and the study of literature has been quietly pushed into the shade. It is the author's belief that, as H.L.B. Moody puts it: 'the pendulum has perhaps swung too far from one extreme to the other' After much research and study about the value of literature in language classrooms, the author intends to show in this paper that the study of literature in language classrooms can be expected to: a) improve students' general linguistic ability; b) provide an insight into the culture associated with the target language; c) through reading, develop students' comprehension and ability to read between the lines . Parallel with these points, this paper is also intended to establish a theoretical basis for three aspects of the study of literature in EFL: Literature as language; (see: Chapter Three) Literature as experience; (see: Chapter Four) Literature as art. (see: Chapter Five). In Chapter Six of this paper, tentative suggestions are given concerning the problems of selecting appropriate materials for advanced foreign Language learners, and how literature study can be carried out both in and outside classrooms. The limitations of the study of literature in certain circumstances arc also considered in Chapter Six. It is hoped that this paper will serve as a basis for further study and research.

The value of teaching foreign literature in EFL classes in China and the methods of teaching foreign literature in EFL classes in China are two questions that this paper attempts to discuss. The paper covers three major areas: 1) A brief introduction to the teaching of literature in EFL classes in China before and now. 2) Theoretical interpretations of the important role of teaching foreign literature in EFL classes in China 3) Practical application of literature teaching in EFL classes in China. In the first area, the author gives some information about literature teaching before 1950 and now and also mentions the advantages of teaching literature in China now. The second area shows what literature is and why Chinese EFL students should study foreign literature. The author intends to show in this area that the main purpose of teaching foreign literature in EFL classes in China should not be to increase students' ability to appreciate novels, but to: 1) get information and knowledge of culture, history in the target language countries 2) increase students' ability to appreciate the thought pattern of the people in the target language countries 3) improve students' four language skills. Finally, some suggestions on what to teach, how to teach and how to evaluate the teaching result are provided. In order to apply the theories that this paper has mentioned to practical teaching, the author presents two teaching plans at the end.

This field study report covers three major areas: 1. the general significance of using literature in advanced Chinese EFL class 2. the approach to literature in the language classes 3. criteria for the selection of texts for advanced Chinese EFL learners The general significance of using literature in advanced EFL classes is that 1) literature has human relevance in that literature broadens the mind and promotes personal development; 2) literature provides a useful vehicle for teaching second language skills; 3) wide reading in literature will help in developing communicative competence, because literature provides knowledge about culture and examples of language in discourse. In searching for an ideal accroach to incorporating literature into language teaching, a thematic approach to Australian literature is proposed, the advantages of which have been discussed in detail. A sample of a thematic unit on "images of woman in early Australian literature" illustrates how to use a thematic approach in China's social context. This study argues for the inclusion of poetry for its linguistic and cultural values. A sample lesson on teaching "The Man from Snowy River" is given. Finally the study points out that ethical values, linguistic and stylistic appropriateness of the texts, student interest, and the background knowledge required should be the main concerns in selecting texts for advanced Chinese learners. A list of suggested texts in thematic grouping is given.

This Field Study Report concentrates on the appropriate language testing techniques for EFL tertiary teachers in different foreign language institutions and centres in Vietnam. It falls into five chapters. The first chapter is a brief introduction and an overview of the problems with EFL testing and assessment in Vietnam. It describes the need for this study, its general testing terminology. It also describes some general problems, problems with specific testing techniques and problems with testing assessment. The second chapter discusses the role of classroom language testing, the relationship between language teaching and testing and the use of different kinds of tests. In the third chapter, four qualities of a good test and instructions to the testee are considered. After discussing the use of various kinds of tests, the Study Report examines different EFL testing and assessment techniques in chapter IV. This chapter focuses on the pros and cons of major language testing and assessment techniques such as translation, essay writing, oral interviews, multiple-choice items, shortanswer items, cloze tests, dictations, terminal assessment. Critical comments on these techniques are also given. In the final chapter, some practical suggestions and proposals for EFL testing and assessment in Vietnam are made. It is hoped that these suggestions and proposals will help to improve the present language testing situation in Vietnam.