Government initiatives for strengthening the safety of the United States led to increased requirements for military linguists' knowledge of foreign languages. This study explored the development of professional training for instructors at a military language school to address the gap in teaching services. The purpose of this single case study was to explore best teaching practices for engaging adult students' foreign language learning following andragogical principles. Knowles's theory of andragogy provided the conceptual framework. Data were collected using anonymous responses to an online survey from 26 instructors who answered 3 open-ended questions. Data were analyzed by coding answers to the research question and indicated that approximately one third of participants preferred language-centered practices for engaging their students' foreign language learning. Another third of the respondents noted learner-centered approaches, and the remainder listed both language- and learner-centered approaches among best teaching practices. The proposed curriculum might facilitate discussion about the benefits of each approach to promote teaching and learning at the site. Participating in suggested training that is grounded in the theory of andragogy and local data may bring about positive change by advancing instructors' expertise, improving educational services, and resulting in increased students' proficiency.

Under the premise that vocabulary learning in a Spanish as a second language in-class environment may be affected by the instructional approach adopted by the instructors or the materials followed, this study explores the influence of rather distant teaching styles, such as implicit and explicit approaches, on the learning outcome of Spanish lexicon. Research has shown successful results in studies undergoing both approaches (Ellis, 1994; Barcroft, 1994; Maura, 1995; Huckin and Coady, 1997; Schmitt, 2000; Paribakht and Wesche, 2000; Hiebert and Kamil, 2005). Despite the adopted instructional approach, vocabulary is finally assimilated by the learners to an extended degree. Nevertheless, explicit style shows better results in early stages of learning, whereas implicit style proves to be more effective in a more advanced stage of learning, since beginning students' lack of vocabulary limits their inferring ability (Zimmerman, 1997; Coady, 1997). The reason is that the explicit approach facilitates breadth knowledge of the material, in opposition to implicit approach, which facilitates a depth of knowledge (Paribakht & Wesche, 1996). As a result, we may have students with vocabulary breadth knowledge, who gloss a Spanish word in English, but are unable to apply or recognize the word in a context; as opposed to students with depth of knowledge, who may know the Spanish glosses of English words and their meaning variations depending on context On the other hand, Second Language Acquisition (SLA) has also proved to be influenced by factors out of the scope of instructional techniques. Each learner may approach differently to the foreign language learning process and affect his/her final results (Oxford, 1990; Skehan, 1991). Facts such as motivation, or individual strategies, will influence the mastery of vocabulary regardless of the instructional approach This study presents the vocabulary learning results of a long term implicit and explicit approach treatment applied to two different sections of an intermediate Spanish course. Lexicon learning results will be correlated with the individual factors of motivation and learning strategies to measure aspects that may be determinant in the acquisition of Spanish vocabulary in an in-class university-level setting / acase@tulane.edu

[pt] A dissertação Percorrendo espaços de aprendizagem com mapas mentais: dois casos de aprendizes de inglês como língua estrangeira objetiva analisar os efeitos, em termos de aprendizagem, da inserção de mapas mentais no contexto do ensino de inglês como língua estrangeira em aulas individuais. A partir das opiniões expressas pelos aprendizes por meio de questionário, journals e entrevista, procuramos identificar a relevância e utilidade, para seus processos de aprendizagem, percebidas nos mapas por eles. Para tal, organizamos o discurso dos participantes em macro-blocos temáticos que observam a forma como eles concebem sua aprendizagem, as suas próprias práticas com mapas mentais e também, as da professora. Os aprendizes demonstram estar conscientes do valor de um ensino fomentador de autonomia e ambos enxergam os mapas mentais como uma ferramenta de ensino e uma estratégia de aprendizagem, com considerável potencial de auxílio à criação de um ensino mais personalizado e atento às suas características individuais de aprendizagem. A pesquisa traz contribuições para um universo já bastante explorado, isto é, o ensino e aprendizagem de língua estrangeira, porém com o intuito de estimular inovações metodológicas aliadas a uma postura crítica. / [en] This dissertation analyses the effects of the introduction of mind maps in the context of teaching English as a foreign language in individual classes. Based on the responses of the students in questionnaires, journals and interviews, I seek to identify the relevance and usefulness of mind maps for their learning processes, as perceived by the learners themselves. In order to do this, I have organized the participants’ responses into thematic macro-blocks which show the way they conceive their learning, their own practices with mind maps, as well as the teacher’s practices. The learners show some awareness of the value of ‘autonomy friendly’ teaching and see the mind maps as both a teaching tool and a learning strategy, with reasonable potential to assist with the building of more personalized learner based teaching, which takes account of individual characteristics of the learner. The contributions of this study are within a context that has already been widely explored: the teaching and learning of foreign languages. However, the particular intention of this study is to encourage methodological innovations via a critical approach.

Talk is the vehicle of exchange in language classrooms when communicative competence is being developed. Turns of talk then facilitate the meaning-making process as students and teachers collaboratively come to understand the discourse of knowledge they are co-constructing. During the pivotal third turn in the essential teaching exchange, there is potential for teachers to realise productive pedagogies as they facilitate their students' organisational and pragmatic skills in the foreign language. This study brings a lens to Initiation-Response-Evaluation (IRE) triadic dialogue, which has been criticised for its monological overuse and limitation of students' language production. Analysis of the third turn shows the uptake to be an implicit move in the exchange. Teachers appear not to be aware of the potential benefit it offers them for co-constructed language use at that point in teacher-student interactions. Teachers draw on students' background knowledge and experiential learning in the four domains of productive pedagogies (intellectual quality, supportive classroom environment, recognition of difference and connectedness) when they engage them through an authentic use of language. For this study, potential for productive pedagogy was investigated in the classroom talk of two teachers of Japanese at year 10 level. In a case study, six transcribed and translated lessons were subjected to conversational and membership categorisation analyses using Bachman's (1990) communicative language ability framework to describe language production around the third turn and to hypothesise its effectiveness in providing opportunities for students to generate output in the target language.

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.

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.

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.

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.