The present study is an attempt to give a description of how temporal and modal meanings are expressed in Vietnamese, and to relate the description to English by way of translation correspondence. The study is, therefore, a contrastive work on Time and Modality in Vietnamese and English. It is hoped that Vietnamese students might find in this work some kind of help that may facilitate their study of English grammar as regards time and mood. In chapter 1, the author presents a brief history of foreign language teaching in Vietnam, and the role of English as a foreign language in the country at present. He also discusses problems confronting Vietnamese teachers and students in teaching and learning English and states the aims of the study. Next, the structure of the Vietnamese verb-phrase is discussed, with a view to giving the reader some idea of how auxiliaries operate in Vietnamese. In chapter 2, a description of temporal expression in Vietnamese is presented, with emphasis on the uses of the so-called "time auxiliaries". Also, time adverbs, time clauses and questions with time in Vietnamese are discussed. Chapter 3 deals with modal expression in Vietnamese. In this chapter special attention is given to the uses of the modal auxiliaries. Attempts are then made to describe the so-called "attitudinal disjuncts" and conditional sentences in Vietnamese. In chapter 4, implications for teaching time and modality in English to Vietnamese students are given. The author suggests some teaching points, which, through the present contrastive work, are likely to be some of the most difficult areas for Vietnamese speakers and therefore should be given the most particular attention.

The need for an increase in the learning of foreign languages in primary schools in Australia was noted by the Senate Standing Committee on Education and the Arts (Report on a National Language Policy, 1984, Recommendation 78, p230). The introduction of the Japanese language program at Macquarie Primary School, ACT, in 1984, was a response to this need, combined with the expressed wish of the local community. Within this program it was decided that an unpublished curriculum developed and used in the ACT by a native speaker of Japanese, would be trialled. The purpose of this study, within a Master of Education degree, was to evaluate Book 1 of this curriculum, and the process by which it was implemented at the school, during the first year of operation of the program. The framework around which the evaluation was organised was Sanders and Cunningham's (1973) Structure for Formative Evaluation in Product Development. The evaluation sought to answer five questions which focussed on the validity, appropriateness and consistency of the broad goals of the program, and the extent of achievement of those goals by the students; the effect of the implementation of the program on school organisation; unexpected outcomes of the program; and revisions and modifications which were necessary to the program as the curriculum was trialled. A number of data gathering techniques was used to obtain the information required to answer these questions. The results of this study suggest that the curriculum being trialled was based on an eclectic approach to the teaching of a foreign language (Prator, 1980; Bell, 1981), selecting from various theories and methodologies, components deemed appropriate for primary age students in their first year of Japanese. The study also provided evidence that, after one year's participation in the Japanese program all children were, to an extent, achieving both broad goals of the program. There was some evidence however, that achievement of the goals was mediated by several learner characteristics, the most influential of these falling into the broad category of 'attitude'. It was discovered also, that the introduction of such a program into an already crowded school curriculum affected aspects of organisation within the school, and that all the outcomes of the program were not necessarily planned, or expected. Finally, certain changes, both organisational and to the curriculum, were made and implemented during the 'formative interim evaluation' stage. The conclusions of this thesis are offered at two levels: conclusions concerning the evaluation process itself, and those arising from the teaching of Japanese to primary age students.

For some years now, linguists have been developing methods of teaching second language learners to communicate effectively in the foreign language, concentrating on methods of developing skills in oral communication. Although there are many factors in Australia which would favour the introduction of Communicative Language Teaching for Indonesian - such as well-equipped classrooms and small class sizes - the Communicative Approach to teaching does not appear to have been fully developed. This is partly because of the lack of communicatively-based textbooks and teaching materials. The aim of this study is to suggest some ways in which Australian teachers could adapt the currently available materials and textbooks for use in communicative teaching of Indonesian, and also to propose methods of assessing students' communicative abilities. Chapter One describes the background to the study, and defines its aims, its scope and the research method used. Chapter Two looks at the teaching of Indonesian in the A.C.T., concentrating on the equipment and textbooks which are available. Some of the problems of teaching and assessment are also outlined. The discussion of Communicative Language Teaching in Chapter Three covers the development of language teaching methodology in general terms. A description and analysis of my research conducted on students and teachers of Indonesian in the A.C.T. is included in Chapter Four. The last two chapters contain a presentation of possible teaching materials and methods of introducing communicative activities (Chapter Five), and possible ways of assessing communicative activities (Chapter Six). Some of the problems of the Communicative Approach are also discussed. This Study Report is intended only to suggest some ways of introducing communicative activities into A.C.T. classrooms in the waiting period before new textbooks and materials, hopefully based on the Communicative Approach, become available.

Foreign language teachers, experts of pedagogy, and textbook publishers often cite frequency as an important tool in the creation of textbooks, as well as in teaching students a foreign language. These same figures, however, rarely question the application of frequency in these works. This thesis examines the application of frequency over a range of first-year German textbooks compared to a textbook that is explicitly based on a particular frequency dictionary. These textbooks are compared to each other and to the Jones and Tschirner Frequency Dictionary of German and Pfeffer’s Grunddeutsch: Basic (Spoken) German Word List, Grundstufe.

ABSTRACT EVALUATION OF AN ENGLISH LANGUAGE TEACHING PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL TUN&Ccedil / , Ferda M.S. Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Cennet Engin DEMiR January 2010, 110 pages This study aimed to evaluate the effectiveness of Ankara University Preparatory School program through the perspectives of instructors and students. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. 406 students attending the preparatory school in the 2008-2009 academic year and 12 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire and an interview schedule which was designed for the instructors. Besides, in order to obtain more detailed information about the preparatory school, written documents were examined. While the data based on the questionnaire were analyzed through descriptive and inferential statistics, content analysis was carried out to analyze the qualitative data. Multivariate Analysis of Variances with Pillai&rsquo / s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that the program at Ankara University Preparatory School partially served for its purpose. The findings revealed that some improvements in the physical conditions, content, materials and assessment dimensions of the program were required to make the program more effective.

Foreign language teachers, experts of pedagogy, and textbook publishers often cite frequency as an important tool in the creation of textbooks, as well as in teaching students a foreign language. These same figures, however, rarely question the application of frequency in these works. This thesis examines the application of frequency over a range of first-year German textbooks compared to a textbook that is explicitly based on a particular frequency dictionary. These textbooks are compared to each other and to the Jones and Tschirner Frequency Dictionary of German and Pfeffer’s Grunddeutsch: Basic (Spoken) German Word List, Grundstufe.

The aim of this study is to evaluate the Turkish Language Teaching Program for Foreigners at Minsk State Linguistic University in Belarus. The study aims to answer the following two main questions: 1) what are the discrepancies between the current status and the desired outcomes of the Turkish program at MSLU? 2) What aspects of the Turkish program should be maintained, strengthened or added? In order to answer these questions, data were collected from students who were attending the program in the 2002-2003 academic year, instructors who were teaching in the program in the same academic year, the graduates of the program, former instructors of this program, the parents of the students who were currently attending the program, the authorities at the institution, the employers of the graduates of this program in Minsk. Both qualitative and quantitative data were collected in the study. The quantitative data were collected through questionnaires. The qualitative data were collected through interviews and written document analysis. The results of the data showed that the Turkish Language Program at Minsk State Linguistic University partially meets the needs and demands of all the involved parties. However, it was observed that enthusiasm and interest for the Turkish language among the current students, graduates and the University authorities were high. Some changes and additions could be made in the program to make it better suited to the needs and demands of its under goers and institution.

A presente dissertação trata das crenças e representações de alunos e professores de língua estrangeira como fatores que interferem no processo de ensino/aprendizagem. O trabalho resulta de uma pesquisa de cunho qualitativo na qual foram utilizadas como base teórica as noções de crença e de reprodução cultural, de Bourdieu, e o conceito de representação, de Chartier. O enfoque do tema também considerou as contribuições teóricas em aquisição e aprendizagem de línguas. Foi empregada na pesquisa a metodologia etnográfica, incluindo observação participante e elaboração de notas de campo. A análise do material produzido durante as atividades da pesquisa aponta para a importância da explicitação das crenças e representações em jogo no processo de ensino/aprendizagem de língua estrangeira, como mais um recurso para o professor no processo de reflexão sobre sua prática e solução de problemas didáticos. / The present dissertation discusses beliefs and representations of foreign language students and teachers as factors which interfere with teaching and learning processes. The work stems from a qualitative research project in which Bourdieu´s notions of belief and cultural reproduction, as well as Chartier´s concept of representation, were used as theoretical bases. The theme focus has also taken into account theoretical contributions related to language acquisition and learning. Ethnographic methodology was employed, which included in-class participative observation and elaboration of field notes. Analysis of material produced during research activities points out the importance of explicitness of those beliefs and representations in play at foreign language teaching and learning processes, as they constitute one more set of resources to teachers within their reflection process about practices and solutions to didactical issues.

The aim of this study is to: (1) examine whether non-native EFL teachers experience feelings of foreign language teaching anxiety; (2) investigate whether non-native EFL student teachers experience feelings of foreign language teaching anxiety; (3) examine how the participants’ feelings of foreign language teaching anxiety compared with other cultural groups in previous studies; and (4) examine how foreign language teaching anxiety affects foreign language classroom instruction. In total, 79 non-native EFL teachers and 131 non-native EFL student teachers participated in this study by completing a battery of questionnaires. The results indicated that both non-native EFL teachers and student teachers experience varying levels of foreign language teaching anxiety. However, foreign language teaching anxiety does not appear to have any effect on the foreign language teaching/learning activities the teachers or student teachers use in their classrooms. / text

This thesis is concerned with phraseology and its intertwining with didactics of foreign languages. The practical part consists of the analysis of a contemporary situation in didactics of foreign languages, particularly the utilization of idioms. Further, the frequency of using proverbs and other set phrases in modern textbooks for teaching foreign languages (namely German and Russian) is analysed. The aim of this thesis is to suggest an effective way of including and handling idioms in modern education. KEYWORDS: phraseology, phrase, foreign language teaching, proverbs