This degree project aims to investigate if ICT has any influence as motivation for English foreign language learners. Furthermore, this study is to investigate in what way the motivation is affected, if it is affected at all. Today, computers and other digital tools such as tablets influence the society greatly and are a part of the learners’ everyday life. The data in this study is analyzed and collected through survey questionnaires. The participants are 45 third graders from a Swedish elementary school. Many students today have a great interest in computers and tablets since it is a part of their daily life. Andersson (2003) states that many are bored since the Swedish school still hold to the old traditions. Hence, this project aims to investigate if incorporating ICT in the EFL classroom can increase students’ motivation. The conclusion of this study is that the majority of students are affected by ICT in a positive way. Also, the collected data showed that students’ motivation increased because the lessons got more fun and they felt happier when incorporating ICT in the EFL classroom.

The aim of this study is to explore how outdoor education (OE) can influence foreign language anxiety (FLA) and foreign language enjoyment (FLE) when primary students are learning English as a foreign language (EFL). The design was a pre-post intervention study with two experimental groups of 3rd graders of a Catalan state school that participated in an outdoor English session. The research has followed a mixed-methods approach, consisting of a pre- and post-test, group interviews with the students and individual interviews to their main teachers. Statistical analyses indicated a significant decrease in the FLA levels after the outdoor session, especially in girls. Regarding the FLE levels, even if there was an increase for both boys and girls, the difference was not significant. The statistical power was too low and the lack of a control group makes it difficult to claim that the differences where due to the outdoor setting. The qualitative data revealed positive feelings regarding the outdoor English session. Both students and teachers mentioned numerous benefits such as the increase of motivation, active learning or interaction with nature. However, the teachers pinpointed some challenges that need to be taken into account when applying this method. Even if FLA and FLE have been widely investigated, studies on how the outdoors can influence these emotions, and its effect in primary students are new fields of research. This study has provided an overview on how learning English outdoors can be linked with FLA and FLE levels and the differences presented between genders.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第25379号 / 人博第1121号 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSONMark, 准教授 中森 誉之, 教授 勝又 直也, 教授 Harrison Richard / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms. / AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word.

Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The ancient Roman poet Vergil’s great literary epic, the Aeneid, is written in Latin. This so-called “dead” language is already almost three thousand years old and had a rich history and extensive influence on the Western world. The most influential development of the modern era is the World Wide Web (WWW). Hypertext drives the Web. The translation of just one book of the Aeneid can be a protracted process for the Latin student. Usually a great deal of information must be consulted to translate just one line into idiomatic Afrikaans or English. Hypertext can manage, link and rapidly make available large amounts of information. A discussion of Aeneidos Electronicum (“The Electronic Aeneid”) – a web-based electronic text commentary of Book I of the epic – shows the effectiveness of hypertext as a medium to facilitate the translation of the Aeneid. Moreover an examination of the Web determines the extent and nature of Vergil’s presence on it. Finally a critical evaluation of five websites provides an overview of the available resources for the reader/researcher of the classical poet and his works on the Web. The Aeneidos Electronicum-project attempts to show how hypertext can be utilised to make the translation of the Aeneid expeditious and translation aid more accessible. The aim of the project is to support and expand Vergil’s place in the field of computer assisted language learning. The examination and evaluation of the classical poet’s presence on the Web wishes to confirm that his and his works’ enduring influence and impact not only exists on paper, but also in cyberspace. Chapter 2 deals with Latin and Vergil respectively. Chapter 3 discusses the theory of good hypertext and web design. Chapter 4 describes and explains the contents, structure, navigation and design of the Aeneidos Electronicum-project. Chapter 5 examines Vergil’s presence on the Web and critically evaluates five websites according to the principles of good web design. Aeneidos Electronicum utilises hypertext’s ability to manage and link large amounts of information to produce an electronic text commentary of Book I of Vergil’s Aeneid. It is web-based and follows the guidelines of good hypertext and web design to be a userfriendly and extremely functional electronic translation aid. Similar websites exist, but its object is to make Latin students’ experience of Vergil and his great epic easy, informative and enriching. Vergil’s presence on the Web is considerable and there is a wide variety of websites with information and interactivity for study of the classical poet and his works available to the student/teacher/researcher as well as the lay person. The random sample of five websites shows not only the application of good and less effective web design principles, but also the predominantly good quality and importance of the presentations. Thus Vergil and his works gain further ground in computer assisted language learning and he lives on in the 21st century with all the possibilities that the Web and hypertext can offer. / AFRIKAANSE OPSOMMING: Die antieke Romeinse digter Vergilius se grootse literêre epos, die Aeneïs, is in Latyn geskryf. Dié sogenaamde “dooie” taal is al ongeveer drieduisend jaar oud en het ’n ryke geskiedenis en omvattende invloed op die Westerse wêreld gehad. Die invloedrykste tegnologiese ontwikkeling van die moderne era is die Wêreldwye Web (WWW). Hiperteks dryf die Web. Die vertaling van net een boek van die Aeneïs kan ’n langdurige proses vir die Latyn-student wees. ’n Magdom inligting moet gewoonlik geraadpleeg word om net een reël in idiomatiese Afrikaans of Engels te vertaal. Hiperteks kan groot hoeveelhede inligting hanteer, verbind en vinnig beskikbaar stel. ’n Bespreking van Aeneidos Electronicum (“Die Elektroniese Aeneïs”) – ’n webgebaseerde elektroniese tekskommentaar van Boek I van die epos – toon die effektiwiteit van hiperteks as ’n medium om die vertaling van die Aeneïs te vergemaklik. Voorts bepaal ’n ondersoek van die Web die omvang en aard van Vergilius se teenwoordigheid daarop. Ten slotte bied ’n kritiese evaluering van vyf webwerwe ’n oorsig van die beskikbare hulpbronne vir die leser/navorser van die klassieke digter en sy werke op die Web. Die Aeneidos Electronicum-projek poog om te toon hoe hiperteks ingespan kan word om die vertaling van die Aeneïs te bespoedig en vertaalhulp meer toeganklik te maak. Die oogmerk van die projek is om Vergilius se plek in die rekenaarondersteunde taalonderrigveld te ondersteun en uit te brei. Die ondersoek en evaluasie van die klassieke digter se teenwoordigheid op die Web wil bevestig dat hy en sy werke se blywende invloed en trefkrag nie net op papier voortleef nie, maar ook in die kuberruim. Hoofstuk 2 behandel onderskeidelik Latyn en Vergilius. Hoofstuk 3 bespreek die teorie van goeie hiperteks en webontwerp. Hoofstuk 4 beskryf en verklaar die inhoud, struktuur, navigasie en ontwerp van die Aeneidos Electronicumprojek. Hoofstuk 5 ondersoek Vergilius se teenwoordigheid op die Web en evalueer krities vyf webwerwe volgens die beginsels van goeie webontwerp. Aeneidos Electronicum benut hiperteks se vermoë om groot hoeveelhede inligting te hanteer en te skakel om ’n elektroniese tekskommentaar van Boek I van Vergilius se Aeneïs teweeg te bring. Dit is webgebaseerd en volg die riglyne van goeie hiperteks en webontwerp om ’n gebruikersvriendelike en uiters funksionele elektroniese vertalingshulpmiddel te wees. Soortgelyke webwerwe bestaan, maar dit het ten doel om Latyn-studente se ervaring van Vergilius en sy grootse epos gemaklik, insiggewend en verrykend te maak. Vergilius se teenwoordigheid op die Web is aansienlik en daar is ’n wye verskeidenheid webwerwe met inligting en interaktiwiteit vir studie van die klassieke digter en sy werke vir die student/onderwyser/navorser asook die leek beskikbaar. Die steekproef van vyf webwerwe toon nie net die toepassing van goeie en minder doeltreffende webontwerpbeginsels nie, maar ook die oorwegend goeie gehalte en belangrikheid van die aanbiedinge. Dus wen Vergilius en sy werke nog verder veld in rekenaarondersteunde taalonderrig en leef hy in die 21ste eeu voort met al die moontlikhede wat die Web en hiperteks kan bied.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Available dictionaries involving Afrikaans and German do not satisfactorily deal with collocations. Therefore, this study recommends a theoretically grounded design of a user interface for an electronic dictionary of German collocations for foreign language learners of German whose first language or mother tongue is Afrikaans. In order to be able to do so, a set of requirements is drawn up, upon which the electronic collocations dictionary will be based. On the one hand these requirements give consideration to lexicographic factors relevant to the envisaged dictionary; on the other hand a theoretical basis for the presentation of the electronic dictionary according to usability principles and standards is established. The underlying definition of collocations will be discussed as one of the lexicographic factors constituting the learner dictionary of collocations. Being primarily aimed at Afrikaans speaking foreign language learners of German, their usage situation plays an important role. At an intermediate language learning level topics to be conversed about become increasingly complex. As collocations offer adequate means of expressing these increasingly complex ideas, the learners’ need of collocational knowledge increases, even more with regard to the language production than to the language reception. As collocations are not dealt with adequately in available dictionaries involving Afrikaans and German, there is a definite demand for an adequate dictionary for this user group. The envisaged learner dictionary’s function and type will be determined accordingly. In addition to the lexicographic factors underpinning the design of the user interface, international usability standards DIN EN ISO 9241 (amongst others) and practical recommendations for user interface design by Jakob Nielsen (amongst others) are discussed. This discussion makes provision for the theoretically grounded presentation of the envisaged electronic dictionary of German collocations in line with usability standards. Finally, giving consideration to the set of lexicographic and usability requirements drawn up, a user interface design is recommended for the electronic dictionary for foreign language learners of German whose first language or mother tongue is Afrikaans. / AFRIKAANSE OPSOMMING: Die Afrikaans / Duitse woordeboeke wat tans beskikbaar is, bied nie genoegsame inligting oor kollokasies nie. Dus word in hierdie studie’n teoreties gebaseerde voorstel vir ’n gebruikerskoppelvlak vir ’n elektroniese woordeboek om Duitse kollokasies op te soek, gemaak. Dié woordeboek is gemik op individue wie se eerste taal of moedertaal Afrikaans is, en wat Duits as ’n vreemde taal aanleer. Om voorstelle vir die aanbieding van so ‘n woordeboek te kan maak, word ’n stel vereistes aanbeveel waarop die elektroniese kollokasie-woordeboek gebaseer sal word. Aan die een kant neem hierdie vereistes die leksikografiese faktore in ag, wat relevant is tot die beoogde woordeboek en aan die ander kant word daar ’n teoretiese basis gelê vir die aanbieding van die elektroniese woordeboek volgens gebruikersvriendelike beginsels en standaarde. Die onderliggende definisie van kollokasies word bespreek as een van die leksikografiese faktore wat die opstel van ‘n kollokasie-woordeboek beïnvloed. Omdat dit primêr gemik is op Afrikaanssprekendes wat Duits as ’n vreemde taal aanleer, speel hul gebruiksituasie ’n belangrike rol. Op ’n intermediêre taalvaardigheidsvlak is die onderwerpe waaroor gepraat en wat bespreek word, heelwat meer kompleks en kollokasies bied die moontlikheid om hierdie toenemende komplekse idees uit te druk. Leerders se behoefte aan ‘n grondiger kennis van kollokasies vir taalproduksie, en minder vir taalresepsie, neem dus aansienlik toe. Die Afrikaans / Duitse woordeboeke wat tans beskikbaar is, gee egter nie genoegsame inligting oor kollokasies nie. Daar is dus ’n definitiewe leemte aan ’n woordeboek wat in hierdie gebruikersgroep se behoefte sal voorsien. Die beoogde leerderwoordeboek se funksie en soort word hiervolgens bepaal. Bykomend tot die leksikografiese faktore wat dien as basis vir die ontwerp van die gebruikerskoppelvlak, word internasionale gebruikersvriendelike standaarde soos byvoorbeeld die norm DIN EN ISO 9241 en praktiese aanbevelings vir die ontwerp van ’n gebruikerskoppelvlak deur byvoorbeeld Jakob Nielsen bespreek. Hierdie bespreking maak voorsiening vir die teoreties gefundeerde aanbieding van die beoogde elektroniese woordeboek van Duitse kollokasies wat in pas is met gebruikstandaarde. Laastens word daar op grond van die lys van leksikografiese en gebruikersbehoeftes wat opgestel is, ’n ontwerp van ‘n gebruikerskoppelvlak aanbeveel vir die elektroniese woordeboek vir leerders wie se eerste taal of moedertaal Afrikaans is en wat Duits as ’n vreemde taal aanleer. / GERMAN SUMMARY: Derzeit zur Verfügung stehende Wörterbücher mit Afrikaans und Deutsch behandeln Kollokationen auf ungenügende Weise. Daher wird in der vorliegenden Arbeit eine theoretisch begründete Gestaltung einer Benutzeroberfläche eines elektronischen Wörterbuches deutscher Kollokationen für afrikaans-sprechende Lerner des Faches Deutsch als Fremdsprache vorgeschlagen. Hierzu werden die nötigen Anforderungen erarbeitet, auf die das elektronische Kollokationswörterbuch aufbauen soll. Die Anforderungen werden einerseits aufgrund von lexikografischen Faktoren ermittelt, andererseits wird die theoretische Grundlage für eine gebrauchstaugliche Präsentation des elektronischen Wörterbuches erörtert. Die lexikografischen Faktoren, welche die Konzipierung eines Kollokationslernerwörterbuches beeinflussen, schließen den Kollokationsbegriff ein, welcher dem Wörterbuch zugrunde liegen wird. Des weiteren spielt die primäre Benutzergruppe des anvisierten Wörterbuches bei der Konzipierung eine entscheidende Rolle. Die Wörterbuchfunktion und der Wörterbuchtyp werden daher anhand des Bedarfs des afrikaans-sprechenden Lerners des Faches Deutsch als Fremdsprache mittleren Sprachniveaus ermittelt. Dieser Bedarf ist in der korrekten Verwendung von deutschen Kollokationen in der Sprachproduktion und weniger in ihrem Verständnis während der Sprachrezeption begründet. Die Notwendigkeit, diesen Bedarf zu decken, ergibt sich aus dem unbefriedigenden Umgang mit Kollokationen in den beiden Wörterbüchern, die dem afrikaans-sprechenden Lerner des Faches Deutsch als Fremdsprache derzeit zur Verfügung stehen. Aufgrund des elektronischen Mediums des anvisierten Wörterbuches, werden unter anderem internationale Gestaltungsgrundsätze der Norm DIN EN ISO 9241 sowie praktische Empfehlungen zur Gestaltung von Bildschirmpräsentationen von unter anderem Jakob Nielsen diskutiert. Aufgrund dieser Diskussion wird schlussendlich unter Berücksichtigung und Zusammenführung der erarbeiteten Anforderungen eine Gestaltung einer Benutzeroberfläche eines elektronischen Wörterbuches deutscher Kollokationen für afrikaans-sprechende Lerner des Faches Deutsch als Fremdsprache vorgeschlagen.

Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different real-time interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.We evaluated the effect of our prototype with an experiment with children aged from 9 to 11years old. We followed an experimental approach with a control group and three experimental groups. We tested our hypothesis that states that the use of a combined visualization style can have greater impact at learning pronunciation in comparison with traditional learning approach.Initial descriptive analyses were suggesting promising results for the group that used the combined visualization prototype. However, additional statistical analyses were carried out in order to measure the effect of prototype as accurately as possible within the constraints of our study. Further analyses provided evidence that our combined visualizations prototype has positively affected the learning of pronunciation. Nonetheless, the difference was not big comparing to the system that employed only wave of sound visualization. Ability to perceive visual information differs among individuals. Therefore, further research with different sample division is needed to determine whether is the combination of visualizations that does the effect, or is the wave in itself. Slitting groups based on this characteristic and perform the testing will be considered for the future research.Eventually, we can be confident to continue exploring further the possibility of integrating our proposed combination of two visualization styles in teaching practices of second language learning, due to positive outcomes that our current research outlined. In addition, from a technological perspective, our work is at the forefront of exploring the use of tools such as Web Audio API for CALL.

In this paper we explore language learning in relation to motivation. The correlation between teachers' didactic choices and their relation with the learners is crucial to create motivation. When we did our research of how these things correlated, we mainly focused on the effects that CLIL (Content and Language Integrated Learning) and CBI (Content Based Instruction) had on motivation among learners. We used the database ERIC and searched for articles relating to CLIL, CBI, ESL (English as a Second Language) and motivation. We discovered that CLIL and CBI are teaching methods that allow the teacher to find subjects that are interesting to the students and use these to build motivation among the learners. Motivation grows by interactions and an understanding about the subject. We found a wide range of research that supported the approach of implementing CLIL and CBI in language learning. As a result of our findings we propose greater consideration in Swedish schools regarding the use of CLIL and CBI.

No description available.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern. While this decline in is the result of the interplay of many factors, one of them is undoubtedly that teachers and pupils often find themselves in situations where they do not have access to adequate resources. This study is a formative evaluation of material that was created with the Moodle learning management system, in order to provide teachers and learners with resources that can be made readily available online. These resources are accessible from computers and cellular phones with internet connectivity. The resources not only provide content, but also learning activities that can be used either by individual learners, or with a teacher in a classroom environment. In the absence of a teacher, the activities could also provide meaningful feedback to aid learners in the learning process. Two courses were created in the Moodle Learning Management System that cover work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010; namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of activities are evaluated according to usage and feedback that they provide. The outcome of the study is that it is possible to provide learners with online learning materials which will enable them to prepare thoroughly for the final examinations. / AFRIKAANSE OPSOMMING: Die daling in die Graad 12 slaagsyfer veroorsaak kommer in baie geledere. Alhoewel hierdie daling die gevolg kan wees van baie faktore, is een van die redes dat onderwysers en leerlinge hulle dikwels in 'n situasie bevind waar hulle nie die nodige toegang tot die nodige leermateriaal het nie. Hierdie studie doen ‘n formatiewe evaluering van die leerprogram wat ontwerp is met behulp van Moodle, 'n leerbeheerstelsel, om onderwysers en leerders van die nodige leermateriaal te voorsien. Die leermateriaal is toeganklik vanaf beide ‘n rekenaar en 'n selfoon met internet toegang. Hierdie leermateriaal verskaf nie net statiese inligting nie, maar bevat leeraktiwiteite wat deur leerders op hulle eie gebruik kan word, of saam met 'n onderwyser in 'n klaskamer. In die afwesigheid van 'n onderwyser kan die leermateriaal ook die nodige terugvoering verskaf, sodat dit leerders kan help in die leerproses. Twee kursusse is ontwerp as deel van 'n Moodle stelsel wat van die voorgeskrewe werk dek vir Graad 12, Engels Eerste Addisionele Taal vir die tydperk 2009 tot 2010; naamlik die voorgeskrewe kortverhale en die verhoogstuk, Nothing But The Truth, deur John Kani. 'n Aantal aktwiteite word evalueer ten opsigte van die gebruik en ook die terugvoering wat dit voorsien. Die resultate van die studie is dat dit wel moontlik is om voldoende studie materiaal aan Graad 12’s besikbaar te stel wat hulle kan gebruik om voor te berei vir die eindeksamen.