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Resolving the culture conundrum: A conceptual framework for the management of culture in TESOLWilliams, Alan Brunton, Alan.Williams@latrobe.edu.au January 2005 (has links)
The thesis explores the place of culture in the teaching of English to speakers of other languages (TESOL). The study originally set out to investigate the ways in which teachers understand culture and deal with it in their teaching of English. A survey of teachers found that while the teachers had sophisticated understandings about culture and its relationship with language at a general level, they did not have clear understandings about how cultural teaching can be enacted in the classroom. This conundrum was also evident in the literature on teaching culture in TESOL. An extensive survey of the literature found that while there are a number of different perspectives on how culture can be understood and dealt with in TESOL, none of these provide a comprehensive basis for the understandings teachers need for the practicalities of teaching. The focus of the study shifted from an investigation of professional development to the articulation of a conceptual framework to inform teachers in the way they can manage the teaching of culture. The framework draws on some significant insights of one of the perspectives in the literature, Intercultural Language Teaching, as well as some insights from other perspectives. The framework identifies dimensions in which teachers need to understand how culture can be manifest and managed in TESOL. For each dimension a number of factors on which decisions need to be made are identified. The framework also identifies a number of principles to guide teachers in their decision-making about the teaching culture. The potential of the framework to inform the teaching of English to adult immigrants in Australia, as well as students studying English in a university in Vietnam is explored. The capacity of the framework to inform TESOL teacher education, research and theory building is also evaluated.
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Cooperative Learning, Multiple Intelligences and Proficiency: application in college English language teaching and learningChen, Shu-Fen, res.cand@acu.edu.au January 2005 (has links)
The purpose of this research is to investigate whether the implementation of Cooperative Learning (CL) activities, incorporating the insights given by Howard Gardner’ (1993) theory of Multiple Intelligences (MI) and the notion of Whole Language Approach (WLA) in college EFL classrooms will have a positive effect on students’ language proficiency and attitude. A quasi-experimental study was developed. The site of this study was in an EFL classroom in a Taiwanese College. The subjects were from the researcher’s three English classes at Chung Hwa Institute of Medical Technology during one semester. Many learning activities based on Gardner’s theory of Multiple Intelligences were used while a Cooperative Learning approach was practiced. The data for this study was collected from three sources. One was from the subjects’ questionnaires on attitudes and on motivation, regarding Cooperative Learning and Multiple Intelligences. Another was from student interviews. The third was from the students’ test scores on their language proficiency tests. The results of the study showed that the experimental group that was taught using the ideas based on CL and MI outperformed the group based on CL, and the control group, on the Simulate English General Proficiency tests for the four language skills. Though there were no significant differences among them within this short-time study, the motivation in learning English was enhanced a great deal for the experimental group that was taught using the CL and MI ideas. Based upon the insight gained from this study, CL, MI, WLA and Language Learning Center were thus recommended to be integrated into the Junior College English curriculum. Pedagogical implications for the application of CL and MI in an EFL classroom were developed. Above all, suggestions for teacher development in CL and MI were proposed. Finally, suggestions for future research have been recommended.
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Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin CollegeBong, Nguyen Thi, n/a January 1988 (has links)
In recent years, English has become a compulsory
subject in schools and many tertiary institutions of
Vietnam. The need to train teachers of English is greater
than ever before.
However, in the Hanoi Foreign Languages Teachers
Training College (HFLTTC), English language teaching in
general and the teaching of oral skills in particular leave
much room for improvement. The students' oral proficiency is
far from satisfactory.
This problem has inspired the writing of this
study report as an attempt to search for an appropriate
method to improve the students' communicative competence.
The study consists of four chapters. Chapter one
will overview some English Language Teaching (ELT) methods
in relation to teaching spoken English and their application
in Vietnam.
Chapter two will consider the context of the
HFLTTC where teaching and learning are carried out with a
view to identifying an appropriate approach to the problem.
Chapter three will outline communicative
competence as an objective of the ELT and discuss principles
of the communicative approach to attain the objective, and
suggest teaching material through which the principles can
be applied.
Chapter four will recommend the classroom
techniques which may improve the students' oral proficiency.
This study report should be regarded as an
attempt to apply the communicative approach to teaching oral
skills to students in the context of Vietnam.
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Language games as a means of encouraging communication in language acquisitionFang, Wang, n/a January 1984 (has links)
The communicative approach is one of the most
characteristic features of contemporary language teaching.
This paper aims to study ways of achieving communicative
competence of students by using informal language practice
and games in teaching. It attempts to look more closely
at the relationship between language acquisition, language
games and communicative language teaching.
This study is based on the theory that language
games and informal language practice allow natural learning
to occur and provide opportunities for developing
communicative competence in a foreign language. While
games and informal language practice are widely used in
language classrooms in many countries, it appears from the
writer's observation and experience of teaching English in
China that there is still, among Chinese teachers and
students, a great deal of suspicion and uncertainty about
the functions and the effectiveness of such classroom
activities. Problems detected in language classrooms in
using these activities and games suggest that Chinese
teachers and students have misunderstood and misused these
activities.
In this study, it is hoped to analyze in some
depth the problems involved in using language games in
China, including the attitudes, teaching methods and
expectations of the teachers and students. Also, it is
hoped to investigate the optimal use of games and practice
in Chinese classrooms.
As the use of games has received little serious
attention in China to date, it is hoped, finally, to
suggest ways of using games effectively to improve
learners' communicative ability.
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English and Vietnamese political news dicourse : a contrastive analysis in terms of stucture, lexis and syntaxHoa, Nguyen, n/a January 1990 (has links)
The present study is one of the first attempts undertaken to
study English and Vietnamese news discourse on a contrastive
basis. More specifically, it investigates the structure, the
lexical and syntactic features of English and Vietnamese
political news discourse.
It is hoped that the results of the study may help the Vietnamese
teacher and student to make better use of newspapers in the
process of English language teaching and learning. In addition, it
is hoped that the study may benefit the journalist, to some
extent, because it is generally assumed that if the knowledge of
news discourse structure, the linguistic features and the factors
involved are professionally known and shared, this will
facilitate news discourse production and comprehension.
The study reveals two different strategies used by English and
Vietnamese political news writers. English news writers
predominantly employ the IP structure pattern whereas
Vietnamese news writers employ BTN (Background-to-News).
Lexically, English newspapers use more lively, vigorous language,
metaphors, puns and hyperbole. In contrast, the occurrence of
serious, formal language is a very pronounced feature of
Vietnamese newspapers. This is the area where Vietnamese
students of English often have difficulty, as is indicated by the
survey. The greatest syntactic difference is sentence order,
namely, English news stories often use S + V + (O) + (A) while
their Vietnamese counterparts use A + S + V + (O) +. The other
difference is that English news paragraphs are mostly single
sentence paragraphs as disctinct from their multi-sentence
Vietnamese ones.
Chapter One is an introduction explaining the rationale, the
methods, and the data for analysis, of the present study.
Chapter Two is concerned with the theoretical background to the
study. It deals with such concepts as cohesion, coherence,
structure, relevance, text and discourse.
Chapter Three provides a contrastive overview of English and
Vietnamese newspapers, essentially in terms of ownership and
the approach to news.
Chapter Four examines the different structure patterns used by
English and Vietnamese reporters and journalists.
Chapter Five and Six study the different lexical and syntactic
features of English and Vietnamese political news discourse,
respectively.
In chapter Seven, a comparison of English and Vietnamese
political news discourse is given, which is based on the analyses
presented in chapters Four, Five and Six. In addition, it presents
the results of a survey of comprehension difficulty encountered
by Vietnamese students studying English now at the University
of Canberra, and looks at some discourse strategies involved in
news discourse production and comprehension.
The last chapter offers some implications for TEFL in Vietnam,
which are based on the author's own experience and results of a
survey. The author hopes that these implications may be of some
help to the practising teacher as well as the student.
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The home tutor scheme in the Australian Capital TerritoryOner, J. A., n/a January 1985 (has links)
This study sets out to describe the current situation in the
Home Tutor Scheme in the Australian Capital Territory, and
to evaluate the Scheme's effectiveness in achieving its
goals as listed in the Australian Institute of Multicultural
Affairs Review (1980). These stated goals were: to improve
the students' English language proficiency, to encourage
integration of the students into the wider community, and to
prepare them to attend more formal English language classes.
The writer also considered a further question in evaluating
the Scheme, whether it satisfied the needs and expectations
of the tutors and the students.
There were two sections to the investigation: the main
study, in which the progress of eighteen tutors and their
students was followed for a period of up to six months, and
a subsidiary study that was designed to assess the
generalisability of the data elicited in the main study. A
range of instruments were employed. In the main study,
findings were derived principally from interviews, and from
lesson reports written by tutors. In the subsidiary study,
data were collected by means of questionnaires issued to a
greater number of tutors and to students from the Scheme's
four major language backgrounds.
The introductory chapter sets out the purpose of the study
and explains its relevance in the current Australian
context. This is followed, in Chapter 2, by a review of the
relevant literature and previous research. The design of
the study is set out in Chapter 3, where details are given
of the procedures and instruments employed to gather data.
In Chapters A, 5 and 6, the results of the study are
presented. Discussion of these results and a consideration
of their implications may be found in Chapter 7. In the
final chapter, Chapter 8, the findings are summarised and
recommendations are made for future developments in the
Scheme.
In summary, the study found that in the ACT the Scheme was
achieving some success in its language teaching and social
objectives, and in satisfying its student clientele. It was
also found, however, that the Scheme's operational
efficiency was hampered by the low level of staffing and
that a significant number of tutors withdrew from the Scheme
after a short period because they were not experiencing a
high level of satisfaction. The recommendations made would,
it is thought, lead to greater efficiency of organisation
and could raise the level of tutor satisfaction.
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The significance of a resource centre for curriculum innovation in Chinese language at the junior secondary level in Hong KongMak, Sik-hon. January 1981 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 96-98). Also available in print.
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The contributions of a school resource centre to the improvement of the teaching of Chinese language in Hong KongWu, Yin-ha, Ena. January 1981 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 137-143). Also available in print.
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Lärarmetoder i klassrummet : Astudy of teaching methods in the classroomPolianidis, Theodoros January 2009 (has links)
<p>Arbetet syftar till att ge en bild av lärarnas metoder i klassrumsundervisningen av tvåspråkiga barn.</p><p>Min forskningsfråga lyder: Vilka metoder använder sig läraren av för att undervisa engelsk grammatik till tvåspråkiga barn?</p><p>I teori delen börjar jag med att upplysa om tvåspråkighet. Vilken uppfattning hade man om tvåspråkighet och undervisning av tvåspråkiga barn för ungefär 40 år sedan? Vilken uppfattning har forskare om tvåspråkighet och undervisningen av tvåspråkiga elever idag? Jag fortsätter med att belysa om de olika metoderna lärarna använder sig av i klassrumsundervisningen för att undervisa tvåspråkiga elever i engelsk grammatik?</p><p>I resultat delen och efter att ha använt intervjun som forsknings redskap kom jag fram till följande resultat: Lärarna använde sig av liknande metoder för att motivera de tvåspråkiga eleverna till språkinlärning. De använde sig främst av leken som metod för att lära ut engelsk grammatik till deras elever. På så sätt blev grammatik undervisningen, enligt lärarna, mycket roligare och intressantare. Alla tre lärare varierade sina lektioner genom att använda sig av olika metoder. Eleverna fick ibland ansvara för sin egen språkinlärning och valde de metoder som passade bäst för deras kognitiva lärande. Lärarna använde sig också mycket av metoden 'Learner Autonomy' som gick ut på att eleverna fick arbeta självständigt och i sin egen takt med olika skrivuppgifter och övningar. Lärarna fick agera som rådgivare på dessa lektioner.</p><p>I analysdelen belyste jag om Skillnader samt Likheter i lärarnas åsikter. Jag jämförde vad alla tre lärarna sa i varje fråga och om det fanns några likheter samt skillnader i deras utsagor. Jag kom som sagt fram till att lärarna använde sig av liknande metoder för att lära ut engelsk grammatik i klassrummet, men självklart så fanns det även vissa skillnader på deras sätt att jobba.</p><p>Jag avslutade arbetet med en slutdiskussion där jag belyste om de olika problematiska momenten i lärarna utsagor. Samt om den bild jag fått ute på fältet i form av intervjuer, överensstämde med tidigare forskning (litteratur) som gjorts i detta område?</p>
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Teaching English Grammar : Teaching Swedish Students at Upper Secondary LevelLärkefjord, Bernadette January 2007 (has links)
<p>The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.</p><p>The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.</p><p>In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.</p>
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