<p>This study investigated the longitudinal impact of an extensive reading approach on Korean EFL university students? reading comprehension, reading rate, vocabulary acquisition, and motivation to read over a 15-week semester. The study also examined the relationship between two types of vocabulary tests (i.e., a generalized vocabulary knowledge test and individualized vocabulary knowledge tests) designed for the study. Additionally, students? perceptions of extensive reading throughout the semester were explored. A quasi-experimental research design was employed using four intact classes, two comparison (n = 88) and two experimental (n = 83) classes. The comparison classes received 100-minute intensive reading instruction per week whereas the experimental classes received 70-minute equivalent intensive reading instruction and 30-minute extensive reading instruction per week. A reading comprehension and rate test and a generalized vocabulary test were administered at pre- and post-tests. Sixty-two students in the experimental classes who read consistently throughout the semester also took individualized vocabulary tests to assess learning of the words that appeared in the reading materials read by individual students. Additionally, an extensive reading motivation questionnaire (post-test only) was administered to the experimental classes to determine which factors in the questionnaire would predict students' reading amount. Finally, a semi-structured interview protocol was employed at three different time intervals during the semester. Repeated-measures MANOVA revealed that the experimental classes significantly outperformed the intensive reading classes on the combination of the three dependent variables (i.e., reading comprehension, reading rate, and vocabulary acquisition). Results of the investigation of the relationship between the two types of vocabulary tests revealed that the two tests showed similar patterns in terms of measuring vocabulary knowledge as a result of extensive reading. Finally, in terms of the participants? motivation to read, a multiple regression analysis indicated that one predictor variable (i.e., Reading for Academic Achievement) was able to predict the participants? motivation to read. In addition, qualitative results from interviews with 19 students showed that the participants had positive extensive reading experience over a 15-week semester; their perceptions of extensive reading and extensive reading practices support the findings from the quantitative data. Implications for extensive reading in L2 curricula are discussed.

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The primary purpose of this study is to determine how teaching English in European schools can become more effective in order to improve the quality of foreign language education and the quantity of students learning it. Currently, only the minority (38%) of European citizens possesses the ability to speak English, while its importance continues to grow. In addition, it is argued that English can be a very useful instrument in the process of European unification. The current crisis laid bare that there is no underlying emotional bond between people from different member state countries and English has the potential to change that. This research consists of a total of four parts with every part answering a different sub question. In the first part is discussed what the implications of the growing importance of English are on national identities and languages. The second part includes the factors which influence the process of second language acquisition. Subsequently, a case study is conducted which compares the organization of and participation in Dutch, Swedish, Spanish and Bulgarian primary and secondary education and also looks at the teachers and teaching processes. Finally, in the fourth part numbers are presented and analyzed on whether or not EU member state countries are attaining the Barcelona objectives: mother tongue plus two. The main conclusions of all these parts are that a national identity and a possible European identity are able to co-exist instead of replace the other. Similarly, national languages are very robust and will never dissolve into new intermediate idioms. The difference between the percentages of English speakers within Europe cannot merely be explained by education. There are also important linguistic and societal factors influencing second language acquisition. Only a few countries are attaining the Barcelona objectives so far, but there have been reforms in many states which show that they are making an effort. The case study showed that there is still a lot of room for improvement in all four countries when it comes to teaching foreign languages in primary and secondary education. The conclusion lists twelve recommendations on how to do this. For example, it is advised to lower the age of compulsory language learning to the age of 5, to exclusively use the language of instruction in the classroom, to expose students to the target language outside of school and to offer more programs and courses taught in English in universities.

<p> Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development&mdash;Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.</p>

<p> In the current global business environment many endeavors are undertaken as projects. Translation, localization and other language services are no exception and must be viewed and studied as services performed in a projectized environment. If they are not, there will continue to be gaps between the way translation is taught and researched (as an isolated activity) and how it is performed in the business world (as part of projects). The existence of these gaps not only prevents translation practitioners from recognizing and communicating the value of the service that they provide, but also diminishes the value of the training that future translators receive. Lack of understanding of the context in which translation is performed limits the opportunities for mutually beneficial cooperation between translation studies and other disciplines in the academic environment, and between organizations and divisions within a given organization in the business environment. </p><p> This study proposes to contribute to the research on translation in project contexts by examining risk management, which is an important area of focus for organizations and professionals in many sectors, but which is largely ignored in the language industry. </p><p> This study first provides an overview of the language industry, explores key concepts, such as risk, uncertainty, project management, risk management and maturity model, and explains the role and relevance of risk management in the language industry. It then reviews existing risk management frameworks developed by project management and risk management practitioners, including the framework developed by the Project Management Institute (PMI). Next, a model of risk sources developed specifically for application in translation and localization projects is presented and discussed. The theoretical discussion is followed by a case study in which PMI's project risk management framework is implemented and the proposed model of risk sources is applied in a real-world translation company. The description of the case study methodology is followed by observations of how the study was carried out and by a presentation and analysis of the results of the case study. The dissertation concludes by offering recommendations based on the findings of the case study and by examining possible future avenues of research.</p>

The Swedish upper-secondary level curriculum defines the English language as a necessary skill that the students need to be able to take part of the world around them, to participate in different social and cultural contexts and to learn about the world and broaden their horizons. In the curriculum, it is also stated that English literature is to be illustrate the different aspects of the English language. Literature is, in fact, introduced as a vital tool for the teachers of English. The purpose of this essay is to explore English teachers’ reasons and goals for using literature when teaching English, as well as their opinions on how literature should be used and is used in the English classroom.                        The results show that teachers see literature as a strong pedagogical tool that they use to help their students develop social and cultural understanding, as well as a tool for learning and studying the language itself. The problems encountered are the students’ negative attitude towards literature and their lack of motivation as well as planning and conducting literature-based teaching within a restricted time frame. All the teachers that took part in the study wished that they could use literature in a more extensive way and saw it as a great source for teaching a foreign language.

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.

Recent research on the role, the development, and the effectiveness of reading comprehension instructions has provided substantial results concerning the methodology of teaching foreign languages. Cognitive load theory has assisted researchers to recognize cognitive effects in reading comprehensions that can lead to improvements in reading skill. The aim of this thesis is to analyse the split-attention effect in reading comprehension instructions to assist teachers of English to facilitate learning. Three experiments were designed to investigate whether the split attention effect applied to reading comprehension in EFL/ESL by comparing two instructional formats: split-attention and integrated formats. Participants were randomly allocated to one of the two groups and received one of the two instructional formats. The integrated format included a reading text and IO questions integrating physically into the text. The split-attention format consisted of the same reading text and the same questions at the end of the text. Results indicated that the split attention format increased extraneous cognitive load and interfered with the reading comprehension process compared to the integrated format.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 526-540).

Thesis (M.S.)--Brigham Young University. Dept. of Educational Psychology. / Subjects taken from Timpview High School Seminary classes. Bibliography: leaves 27-31, 45-49.