京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24702号 / 人博第1075号 / 新制||人||251(附属図書館) / 2022||人博||1075(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24703号 / 人博第1076号 / 新制||人||252(附属図書館) / 2022||人博||1076(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study. / Ph. D.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008. / This study focuses on foreign language teaching and learning in the professional workplace. A gap was perceived in the catering industry where chefs and waitrons are required to use French cooking terminology in their profession without ready access to the correct usage of this terminology. The purpose of this study is to address this gap and to offer a solution to the observed need. The study concentrates on the reading and writing of menus in French. The reason for this focus is that this is the area where French cooking terminology is arguably needed, as it is here where the incorrect usage of the French language is most evident.

Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The application designed is an attempt to solve the problems that students face in writing well balanced academic essays. These are essays that are correct in structure and form, coherent and cohesive, well referenced, and not plagiarised. These concerns are addressed in five basic units. These are "Where to Start", "The Basic Structure", "Paragraphing", "Referencing" and "Exercises". The exercises serve as a summary of all the units. This application derived out of the needs of the students of the University of Botswana. The content was a result of a needs analysis done through observation and interviews. The evaluation of the application was done by the students themselves and fellow students at Stellenbosch University. / AFRIKAANSE OPSOMMING: Hierdie voorlegging is 'n soeke na 'n oplossing vir die probleme wat studente ondervind om 'n goed-gebalanseerde akademiese essay (werkstuk, proefskrif, tesis) te skryf. Hierdie is essays wat in struktuur en vorm korrek is, duidelik en relevant is, korrekte verwysings het en nie nageskryf (plagiaat) is nie. Die probleme is in vyf afdelings bespreek; nl. "Waar om te Begin", "Die Basiese Struktuur", "Paragrawe", "Verwysings" en "Oefeninge". Die oefeninge dien as opsomming vir al die eenhede. Hierdie voorlegging het ontstaan uit ’n behoefte van die studente by die Universiteit Botswana. Die inhoud was die resultaat van 'n behoefte-analise wat deur observasie en onderhoude gedoen is. Die evaluasie is deur die betrokke studente en studente aan die Universiteit Stellenbosch gedoen.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005. / This research is based on a study which was made in order to investigate why the students who study Education at the Eastern Cape Technikon fail to acquire competence in essay writing, in spite of going through the Computer program that is being used by the Department of Communication. The name of this program is the Writing Process Workshop, and will be referred to as the WPW throughout the study. This program has been in use at the Technikon as a form of supplementary program for those students who were perceived to have shortfalls1 in their essay writing communication skills. This perception came about from the Department of Communication which decided that those students who scored less than 40% overall in (in language, not in content) their assignments, class works, and tests should go through the program and work independently, in the hope that their performance will improve. The study spans over two years, with the first year being the period where the researcher collected data in the form of written errors that the students made in their essays. The second year of the research is the period when the main research took place. During the second year of the research, the researcher observed the students as they went through the WPW for three months. Upon completing the program, the students were asked to respond to a questionnaire. In addition to the questionnaire, the researcher examined the student errors that occurred in the students’ essays throughout 2003 (while they were on the program, together with the ones from last year (2003). The reason for this was to determine if the errors that were present in 2002 are still present even after the students had gone through the WPW. The researcher then found that there was still considerable occurrence of the same errors in the students’ essays, a fact which led the researcher to deduce that very little improvement in the writing skills of the students has occurred between 2002 and 2003. To explain the above point further, the research findings indicated that the essay-writing competence of the subjects did not improve in spite of the WPW intervention.The researcher then went on to evaluate the program, using a set of guidelines2, and found it consistent with the requirements of the evaluation; and therefore ruled it out as the cause of the failure of students to improve their competence in writing. Based on the findings of the study, the researcher found that the students do not put conscious effort to apply what they have learnt in the program, and that some have not even completed the required tasks from the program. She also found that there is lack of integration of the software into the curriculum. Specific recommendations in Chapter 9 are given on how to facilitate this integration and to motivate the students to apply what they have learnt from the WPW to the mainstream essay writing exercises.

The effectiveness of e-mail writing has been exhaustively studied and reported on, especially in Taiwan. However, there has not been any research carried out on the topics that mainland Chinese university students enjoy writing about when corresponding with their Western epals, nor does the literature report research on writing e-mails to two groups of epals simultaneously. This study explores what issues concerned the participants when they exchanged e-mails with their Western epals and how they viewed their cross-cultural learning experience. The participants were 28 mainland Chinese second-year English majors who voluntarily corresponded with 28 American high school pupils and 28 Western adult epals for about two months in Autumn 2006. The data of this exploratory interpretative research was mainly collected from their e-mails, ‘final reports’, the mid-project questionnaire, and semi-structured interviews. The study found that the topics the participants enjoyed writing about actually depended on with whom they were corresponding. With the younger school pupils, they tended to look for friendship by talking about pastimes, their own high school experience, etc. To the more sophisticated adult epals though, they wrote largely about personal matters, on which they seemed to be covertly seeking advice. However, some topics were common to both groups and were equally popular – for example, school and daily life. The data also reveals that the majority of the participants enjoyed the experience and overall had positive views about it. These fall into three broad categories of learning: language, cultural, and communication. However, some experienced minor difficulties and problems in these areas, particularly regarding the communication aspect. Meanwhile, in the process of the participants multiediting their ‘final reports’, learning seems to have occurred between their first and final drafts – perhaps as a result of responding to the researcher’s written feedback, which seemed to make a significant difference. The implications arising from the study suggest that the students’ interest in it stimulated their engagement with learning - though the findings are tentative. Some recommendations for further research are also given.

The current study examines the implementation of one computer-assisted language learning program (CALL) called Technology Assisted Language Learning (TALL) in a pilot language curriculum at the LDS Missionary Training Center. Because CALL implementation is determined in large part by how successfully users are able to use the computer program to learn language, a primary purpose of this study was to investigate which implementation issues affected the language learning success of the missionaries that used TALL in the pilot curriculum. A survey was, therefore, designed and administered to 86 missionaries from French, Spanish, German, and Mandarin language areas in order to determine which CALL user characteristics were predictive of TALL user success. Through a regression analysis , this study found that the most highly predictive factors on TALL user success were (a) a high indication of pro-activity on the part of the learners in figuring out how to use TALL to their advantage, (b) a high indication of goal-orientation in approaching TALL use with a specific purpose in mind, and (c) a high indication of interaction with the TALL program through frequent use of the electronic glossary feature, the "listen to your voice" feature, and the strategy of repeating out loud the words and phrases encountered while working on TALL. The missionary survey was also analyzed descriptively, and results from this analysis revealed that missionaries in the pilot curriculum felt that more training on how to use TALL effectively would have helped them to be more successful. Focus groups with the missionaries were also conducted in order to better understand their experiences with the TALL program. The analysis of these focus groups revealed that although many missionaries reported liking TALL, there were many who did not sufficiently understand how to successfully use it within the pilot curriculum; a lack of training seemed to be a big contributor to this lack of user success. Additionally, focus groups found that missionaries believed the TALL listening activities to be the most helpful TALL activities. A teacher survey was also designed and administered to the 19 teachers who taught missionaries in the pilot curriculum. Results of the teacher survey revealed a desire for more formal training on how to train missionaries to use the TALL program effectively. In conclusion and based on evidence in the literature and from this study, suggestions are provided for more effective teacher and learner training on TALL.