Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 169-173).

Thesis (Ph. D.)--Ohio State University, 1986. / Includes bibliographical references (leaves 127-134). Available online via OhioLINK's ETD Center

No description available.

No description available.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

A number of previous international studies have shown that many non-native Spanish speaking students lack sufficient oral communication skills. The aims of the study were twofold: 1) to investigate the possible effects of the Audio-Lingual method in the improvement of oral communication skills and 2) to test the effectiveness of two different teaching methods, i.e. the Audio-Lingual method and the Traditional method. A quantitative study was performed based on two different groups of students. One group worked with the Audio-Lingual method and the other group worked with the Traditional method. After a few lessons with the respective methods, the two groups were given a Fill-in the gap test that consisted of three parts: Greetings, Gender agreement and Number agreement. The test in Greetings and Number agreement showed no significant differences in results between the Audio-Lingual and the Traditional method. On the other hand, the test in Gender agreement showed that the Audio-Lingual method led to a significantly better result compared with the Traditional method. The study also demostrated that the students showed a greater interest in the Audio-Lingual method and this method helped the students to use their Spanish knowledge in other situations as well.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Chapelle (1997) states the following as a vital question to be asked with respect to computer assisted language learning, “How good is the language experience in CALL for L2 learning?” (n.p.) In order to truly answer this question, investigators need to look to the learner and his concerns. In planning curriculum or designing a program, teachers and administrators normally look toward learner needs. However, these educators are also known to fully implement a new program, at times, without consideration of learner concerns. This appears to be especially true with the use of technology in the second language classroom. Research is needed to look at how the learner feels about technology. Former studies (Fuller, 1969; Hansen, 1996) have focused on the concerns of teachers or preservice teachers, but little research has been done focusing on the actual concerns of the learner.The current study focused on the concerns of over two hundred young adult missionaries from the Church of Jesus Christ of Latter-Day Saints who studied foreign languages at the LDS Missionary Training Center (MTC) for two months, with the aid of a Technology Assisted Language Learning (TALL) program. The subjects answered a background questionnaire upon beginning their study of a foreign language. At the end of their study program, the missionaries responded to a questionnaire where they could express their concerns about learning through technology. In addition, interviews with selected participants were conducted at the end of the missionaries' program.The data were analyzed and categorized and focus was given to the types of concerns expressed and how the concerns differed for language group, learner rate, gender, and other background factors. Four major categories of concerns were identified: instructional, language, software, and none. Most of the concerns expressed by the learners dealt with instructional issues such as the amount of variety and learner control as well as how learners review material and receive feedback from the computer. Chi-square post hoc analyses showed the greatest differences in the number of concerns within the Portuguese learners. Concerns of fast versus slow learners appeared different as well. Tests showed that slower learners were significantly more concerned about the computer going at a pace that worked well for them, becoming bored easily, and not having enough time on certain computer activities. Profiles describing those and other differences were created based on the interviews conducted with several learners.

This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study. / Linguistics / M.A. (Applied Linguistics)

This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study. / Linguistics and Modern Languages / M.A. (Applied Linguistics)