Li She Chai. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 60-64.

Given the small body of existing research concerning focus on form at post-task stage in task-based language teaching, the present study adopts post-task transcribing as a focus on form activity and explores the effects of transcribing under various conditions. In addition, two task types are adopted in multiple task sessions to explore task effects and task practice effects on learners' oral performance. / Ninety-six participants, divided into five experimental groups and one control group completed four tasks with a one-week interval between each task. Different experimental groups were assigned various post-task activities respectively. No post-task activity was adopted in the control group. Task performance was measured in terms of complexity, accuracy, fluency and lexical performance. / The findings are multifaceted. First of all, the adoption of post-task transcribing was found to be efficient for different formal aspects of task performance. In the second place, the pair-based transcribing brought about more syntactically complicated language, whereas the individual condition at the post-task stage led to an improvement in lexical sophistication. Thirdly, further revision after transcribing had complex effects on accuracy and complexity. Fourthly, interactive tasks proved to be more promising for a better overall task performance. Last but not least, multiple task practices were found to be beneficial for learners' lexical performance. / The findings were discussed in light of the concept of noticing and attention, Levelt's speaking model, socio-cultural theory and other related SLA theories. Based on the theoretical discussion, pedagogical implications have been proposed. / This research argues that in task-based language teaching, more attention should be paid to the post-task stage regarding its effect on focus on form. Specifically, it suggests that (a) a post-task transcribing activity can be adopted as a feasible focus on form activity in L2 classrooms; (b) different conditions for the operation of post-task transcribing may bring about distinct effects on various aspects of task performance; (c) different task types have different effects on learners' performance; (d) multiple task sessions are necessary for L2 language improvement. Further, the present study calls for a process-product approach in further studies concerning the effects of post-task focus on form activities. / Li, Qian. / Adviser: Peter Skehan. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 254-278). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix III also in Chinese.

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed April 11, 2007). Advisor: Carolyn B. Kenney. Keywords: place-based education, school culture, leadership, portraiture, program evaluation, urban elementary, environmental education. Includes bibliographical references (p. 126-139).

Approximately one quarter of America's students leave school prior to graduation. Teaching practices need to be examined if schools are to effectively deal with the student population. at highest risk of dropping out. The purpose of this study was to investigate the attending behaviors high school teachers directed to students at high risk of dropping out, and to students not so identified. A survey of the literature provided an overview of related studies which addressed the number of students who drop out, their reasons for doing so, and alternative programs for those who have left school. Not found in abundance were studies linking teachers' classroom behaviors with effective at risk strategies. Data regarding teachers' verbal and nonverbal attending behaviors were gathered in twenty classrooms. The resulting totals for all at risk and control groups were nearly equal. However, the types of attending behaviors directed to the two groups were qualitatively different. At risk students were praised one third as often but were criticized seven times as often as their control group counterparts. Additionally, at risk students' attention getting behaviors were ignored seven times as often, and they were physically approached half as often as control group students. Anecdotal data revealed contrasting classroom atmospheres. Some classes were greeted at the door and were praised by their teachers. Other teachers chastised classes, spoke negatively about them, or showed little or no interaction with students in them. / Graduation date: 1991

The study was conducted to ascertain the extent and nature of differences of perceptions which exist between the elementary regular classroom teacher, elementary resource room teacher and building principal relating to the duties and responsibilities of the elementary resource room teacher.A questionnaire containing nineteen statements regarding the duties and responsibilities of the elementary resource room teacher was distributed to 40 building principals, 572 elementary regular classroom teachers and 21 elementary resource room teachers. hirty-four building principals, or 85 percent, completed the questionnaire and 370, or 64 percent of the elementary regular classroom teachers completed and returned the questionnaire. A total of twenty, or 95 percent, of the elementary resource room teachers also completed and returned the questionnaire.The results were analyzed by the chi-square test of independence at the .05 level of significance to test three null hypotheses in order to determine if perceptions of building principals, elementary regular classroom teachers and elementary resource room teachers were identical or different.A statistical difference in perceptions of the three groups was indicated with regard to elementary resource room teachers keeping the building principal informed of all aspects of the resource room program, including the referral process. The data also indicated a difference in perceptions among the three groups pertaining to the resource room teacher cooperatively implementing and coordinating with the elementary regular classroom teacher skill development tasks of the student which have been included in the individualized educational plan. A difference in perceptions between the three groups was also indicated with respect to the resource room teacher participating in case conferences and assisting in determination of criteria for placement of a child in special programs. Implementation of long term and short term goals for the mildly handicapped child cooperatively by the elementary regular class teacher and elementary resource room teacher was also perceived differently by the three groups as a duty of the elementary resource room teacher.Recommendations for Further Research1. A study should be conducted to determine whether the identified duties and responsibilities of the elementary resource room teacher are actually being performed.2. A study should be conducted to determine if the perceived duties and responsibilities of the elementary resource room teacherr have changed as the resource room concept has been utilized over a longer period of time.3. As the utilization of resource rooms increases in Indiana Public School Corporations, the study should be replicated, as a larger sample may add verification to the results.4. A study to determine whether years of professional experience of building principals, elementary regular classroom teachers and elementary resource room teachers can be identified as a factor regarding the perceptions of the duties and responsibilities of the elementary resource room teacher should be conducted.

This thesis seeks to examine Russian foreign policy in the post-Soviet era and its evolution in terms of Russia&rsquo / s use of soft power in the post-Soviet space. Contrary to the views that consider Russia exclusively as a hard power, this thesis argues that Russia has started to develop its soft power capabilities and how to use its soft power effectively in the post-Soviet space, especially since the beginning of Vladimir Putin&rsquo / s second Presidential term in 2004. In this context, Russia pursues a proactive foreign policy particularly in the spheres of language and education, which are important elements of its soft power. The thesis is composed of three main chapters in addition to the introduction and conclusion chapters. The first main chapter discusses the evolution of the soft power concept in Russian foreign policy by analyzing the period of 1992-2008. The second chapter seeks to analyze the position of Russian language in the CIS countries as lingua franca. The last chapter examines the Russian education system and the attraction of its higher education institutes for students from the CIS countries.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 306-314).

As Carless (2007) and Johnson (2001) have pointed out, task-based language teaching (TBLT) has been a subject of immense interest within contemporary English language teaching. However, little is known about TBLT in the context of English as a foreign language such as Cambodia. Recognizing this gap, this study was initiated in order to investigate the feasibility of adopting TBLT in a university setting in Cambodia. The research method for this study involved semi-structured interviews with six university lecturers and a questionnaire survey with 143 third-year students at that same university. It also analyzed the current textbook and some supplementary teaching materials the six teachers used. The study found that a genuine task-based approach was not viable in this particular context due to several such constraints as students’ demands for direct grammar instruction; teachers’ insufficient knowledge of TBLT; teachers’ overriding use of an analytical P-P-P approach; the nature of the textbook; norm-referenced, knowledge-based examinations; etc. Rather, the findings suggested that task-supported language teaching might be more likely to be feasible in this setting. Based on these findings, pedagogic implications and the future research are discussed in the Cambodian context. / published_or_final_version / Education / Master / Master of Education

The writing center provides individualized instructions for students to improve their writing. Though a lot of writing center research focuses on English as a Second Language (ESL) students, there is no study on English as a Foreign Language (EFL) students in mainland China context. This study attempts to bridge that research gap by examining writing center interaction and its succeeding influence on students’ revision. The study examines six writing center interactions by using conversation analysis to reveal interactional patterns. Students’ pre-session text and revised text are analyzed linguistically by adopting discourse analysis. Participants’ interpretations are compiled from interview data to provide their perceptions of the writing center. The findings that emerged from conversation analysis of tutorial transcriptions, discourse analysis of students’ writing, and the interview data for this study include: (1) In writing center interaction, the tutor is the dominant speaker while the student is the subordinate participant. (2) Institutional context, limited knowledge about students, and Chinese culture of learning affect the tutor-tutee interaction. (3) Issues covered in the interaction become the focus of students’ revision. (4) Lexicogrammatical issues are the focus of writing center interaction and students’ revision. (5) Students speak highly of the interaction and tutors’ help. This research provides a thorough description of the writing center interaction, its subsequent effects on students’ revision, and students’ perceptions on the interaction. The implications of this study include: (a) eliciting more information at the beginning of the interaction; (b) adopting flexible tutoring approach; (c) encouraging students to take active participation; and (d) providing training for tutors. / published_or_final_version / Education / Master / Master of Education

This study focused on the relationship between classroom interaction and small class teaching in a Hong Kong secondary school, an issue which has long been recognized in a range of international and local studies. The observation of one teacher teaching two S.1 classes of different class size (n=34 and n=23) and another teacher teaching two S.7 classes of different class size (n=23 and n=12) over a period of time has revealed key differences between teaching and learning in large and small classes. This study draws on both quantitative and qualitative data. The study includes a pilot case study which comprised of three-hour lesson observations in each of the two S.1 (grade 7) classrooms, an action research study which consisted of 20-hour lesson observations in each of my two S.7 classes (grade 13), interview with the S.1 (grade 7) teacher participant and a total of 15 students, writing from my S.7 students, and my own teacher journal reflections from my S.7 classes. Findings from both the case study and the action research reveal that students in the small classes have more opportunities for participation and classroom interaction after they were offered more group work, discussion, scaffolding and open-ended questions. It was found that small classes were more conducive to the fostering of dialogic teaching as well as the formation of communities of practice. Implications for pedagogy and further research are included. / published_or_final_version / Education / Master / Master of Education