This systematic literature review examines the language use in the EFL classroom in lower secondary school. It aims to investigate how the target language, English, and local languages are used. Furthermore, teachers’ as well as students’ views on the language use in the classroom were investigated. This was done by compiling and comparing the findings of eight peer- reviewed research articles about the topic. The results show that language practices as well as views differ between teachers and their pupils. However, the general picture shows that, although English is the main language in the EFL classroom, there are contexts in which the pupil’s native language can be used beneficially.

English language learning materials take a central role in Swedish secondary schools. The curriculum in Sweden advocates for communicative language teaching where students are expected to produce language in various contexts without restriction. There is much prior research on different textbooks used in Sweden. However, there has been limited analysis of how well a textbook aligns with the curriculum in terms of compliance with CLT expectations particularly for productive skills. As CLT preaches free production, it is important for teachers to know which books to choose for their courses to successfully incorporate the material to improve their students’ productive skills in various contexts. This study analysed Focus on English 8 which consists of a textbook and a workbook to shed some light on to what degree this textbook follows the Swedish curriculum with a focus on CLT aspects. This was done by using a mixed methods content analysis by conducting both a quantitative and qualitative analysis. The quantitative analysis was done by counting the amount of controlled to uncontrolled exercises in the textbook and workbook. In contrast, the qualitative analysis focused on the scaffolding present in the production exercises. Results show that while the book adheres to the curriculum, the textbook and workbook by themselves do not sufficiently facilitate free production. Thus, several steps outside the teaching materials need to be taken to encourage students to freely produce the language.

This study examines the role of literature in developing intercultural awareness among year 5 pupils within the context of English Language Teaching (ELT) in Sweden. As cultural diversity in classrooms increases, this study explores how literature functions as a medium to comprehend diverse cultural narratives and enhance empathy. Employing a mixed-methods approach, including quantitative questionnaires, qualitative interviews and focus group discussions, the study evaluates both the direct and deeper impacts of multicultural literature on pupils’ intercultural awareness. Key findings indicate that literature’s effectiveness in developing intercultural awareness largely depends on appropriate text selection and its integration into teaching practices. Challenges include teachers’ difficulty in assessing pupils’ intercultural awareness, which hampers the implementation of effective educational strategies. Additionally, the results highlight the varying levels of pupils’ engagement, influenced by their own cultural backgrounds. Pupils with diverse cultural experiences tended to show greater empathy and interest in cultural narratives, whereas those less exposed to cultural diversity were more likely to be disengaged. The findings suggest that targeted selection of literature and strategic curriculum integration are essential for maximising the educational benefits of literature in promoting intercultural awareness. Furthermore, the findings highlight the importance of teacher preparedness in choosing and presenting literature that not only resonates with pupils but also enriches their learning experience, as well as further integrating the literature reading through discussions to improve the development of intercultural awareness.

The following study aims to explore pupils’ attitudes toward fan fiction in a Swedish upper secondary ELT classroom in order to discuss the potential of fan fiction as a pedagogical resource. The aim is investigated through research questions concerning attitudes toward fan fiction as well as possible challenges and benefits in connection to how fan fiction could be included from a pupil perspective. The study was conducted through semi-structured interviews with 11 pupils attending English 5 or 6 in Swedish upper secondary schools. The collected data was processed through thematic analysis and examined with self-determination theory as a theoretical framework.  The results of the study reveal that the interviewed pupils exhibit positive attitudes toward including fan fiction as pedagogical material. In addition, the study indicates that fan fiction, according to the pupils, can be utilized to develop several language skills, such as grammar, vocabulary, and reading comprehension. With these learning outcomes in mind, the pupils mentioned that fan fiction could be incorporated into the classroom through productive and receptive tasks. Such tasks involve creating endings to narratives, providing and receiving feedback on creative writing projects, or reading fan fiction to complement and enhance the experience of a novel or film. Despite the positive learning outcomes, the pupils noted that possible challenges could regard finding appropriate content, assessing and grading creative assignments, and navigating creative demands. In conclusion, fan fiction may function as a potential pedagogical resource and therefore it is relevant to continue exploring the pedagogical potential of fan fiction in the Swedish ELT classroom.

(in English) This diploma thesis focuses on teachers' attitudes and beliefs regarding English grammar teaching at Czech high schools. The thesis is based on the assumption that teachers' decisions and actions in ESL and EFL teaching are motivated by what teachers know, think and believe. It takes the concept of teacher cognition as a starting point. The research part ot the thesis is based on a questionnaire survey among Czech high-school teachers. It aims to observe teachers' beliefs about English grammar teaching and learning and to describe the way Engligh grammar is taught at Czech high schools. The main areas which the research focuses on are grammar teaching approaches, grammar practice, grammatical error correction, the use of L1 in teaching grammar and the use of coursebooks. Moreover, the thesis observes teachers' position towards the concept of method with respect to the recent trend discussed in ELT research - the post-method condition which redefines the relationship of 'method' and a teacher who is understood as a critical and creative strategic thinker.

This diploma thesis deals with the methodology of ELT in Waldorf lower secondary schools. The theoretical part focuses on the historical background and the philosophical premises of Waldorf pedagogy, as well as a general outline of this alternative educational approach. The subsequent chapters are dedicated to the anthroposophical concept of language and the Waldorf methodology of teaching both native and foreign languages. The goal of the practical part is to examine the distinctive features of ELT in this type of schools. The research study is based on the evaluation of the data obtained with the qualitative methods of lesson observation, namely in the 6th and the 8th forms, and interviews with the teachers. The thesis contains a survey of the Waldorf pupils' attitude towards English and the sources of their learning motivation.

Um dos modelos experimentais mais utilizados para estudar a epilepsia do lobo temporal (ELT) é o abrasamento (kindling) por estimulação elétrica diária da amígdala, o abrasamento elétrico convencional. Uma alternativa rápida e eficaz a esse modelo é o abrasamento elétrico rápido, também capaz de gerar crises límbicas, porém com 10 estímulos elétricos aplicados ao dia, por 2 dias. No 3º dia é aplicado um estímulo elétrico adicional, o 21º estímulo, quando podem ser testadas drogas antiepilépticas ou estudados mecanismos de plasticidade ou memória. Entre as principais áreas ativadas nas crises límbicas encontram-se o complexo amigdalóide, a formação hipocampal, o córtex piriforme e neocórtices adjacentes. O envolvimento de estruturas olfatórias na ELT é antigo e estudos indicam que a exposição a um estímulo olfatório é capaz de suprimir, inibir ou induzir a ocorrência de crises. Todas as evidências clínicas e experimentais dão suporte científico para a hipótese de que a estimulação olfatória com o 2,5-Dihydro-2,4,5-trimethylthiazoline (TMT), uma potente substância química, derivada das fezes de raposa e que biologicamente representa o cheiro de predador pode influenciar no processo de crises evocadas por estimulação elétrica da amígdala. O objetivo geral do presente estudo foi avaliar a influência da apresentação do estímulo olfatório com TMT nas crises epilépticas de ratos Wistar, submetidos ao abrasamento elétrico rápido da amígdala. Para tanto, os parâmetros químicos do TMT foram avaliados, bem como as respostas comportamentais de ratos Wistar machos naives submetidos ao estímulo olfatório com diferentes doses de TMT. Na sequência, um novo grupo de ratos Wistar machos naives foi submetido ao protocolo de abrasamento elétrico rápido da amígdala com a aquisição dos registros eletrencefalográficos (EEGráficos) do córtex piriforme, formação hipocampal além do complexo amigdalóide. Após abrasados os animais foram expostos ao TMT ou água destilada, previamente ao 21º estímulo elétrico. Posteriormente o tecido cerebral foi processado (perfundido, crioprotegido, congelado e cortado) e então foram feitas as técnicas histoquímicas de: Nissl e Fluoro-Jade C (FJC, marcador de neurodegeneração). As respostas comportamentais foram analisadas mediante o uso do Índice de Gravidade para Crises Límbicas e da neuroetologia. Adicionalmente foi avaliada a expressão EEGráfica do 1º, 20º e 21º estímulos e verificada a presença/ausência de neurodegeneração em regiões do sistema límbico. Os resultados da análise comportamental obtidos nesse estudo foram comparados com os obtidos no protocolo de estimulação olfatória com TMT nas crises audiogênicas agudas de ratos da cepa WAR. O TMT desencadeou reações de medo e modificou as sequências comportamentais, reduziu a atividade motora e os comportamentos de autolimpeza. Dados qualitativos da cromatografia gasosa e algoritmos matemáticos possibilitaram estabelecer as concentrações na câmara para as diferentes doses de TMT. Além disso, a cromatografia gasosa identificou que 30 minutos é o tempo necessário para saturação e dessaturação da câmara ao TMT, e indicou uma saturação homogênea do interior dessa câmara. O TMT puro no abrasamento elétrico rápido em ratos Wistar foi capaz de reduzir significativamente o Índice de Gravidade para Crises Límbicas comparado à água, corroborando os dados neuroetológicos que indicam o efeito supressor do TMT nas crises, tanto para o modelo de abrasamento elétrico rápido quanto para as crises audiogênicas agudas. Os resultados da duração da pós-descarga EEGráfica primária no 21º estímulo foram inconclusivos, sendo necessárias outras análises empregando diferentes métodos analíticos. Com a técnica de FJC não foi possível verificar morte celular por necrose em qualquer região cerebral avaliada. / One of the most widely used experimental models to study temporal lobe epilepsy (TLE) is the kindling by electrical daily stimulation of the amygdala, the conventional kindling. A rapid and effective alternative to this model is rapid electrical kindling, also capable of generating limbic seizures, but with 10 electrical stimuli applied per day for 2 days. On the 3rd day an additional electrical stimulus is applied, the 21st stimulus, when antiepileptic drugs can be tested or mechanisms of plasticity and memory can be studied. Among the main areas activated in limbic seizures are the amygdaloid complex, the hippocampal formation, piriform cortex and adjacent neocortices. The involvement of the olfactory structures in TLE is old and studies indicate that exposure to an olfactory stimulus is capable to suppress or inhibit or induce the occurrence of seizures. All the clinical and experimental evidences provide scientific support for the hypothesis that the olfactory stimulation with 2,5-Dihydro-2,4,5-trimethylthiazoline (TMT), a powerful chemical substance derived from fox feces which biologically represents the \"predator smell can influence the seizures process evoked by electrical stimulation of the amygdala. The overall objective of this study was to evaluate the influence of olfactory stimulation with TMT in seizures of Wistar rats subjected to rapid electrical kindling of the amygdala. Therefore, the chemical parameters of TMT were evaluated, as well as behavioral responses of naive male Wistar rats exposed to the olfactory stimulus with different concentrations of TMT. Other group of rats was electrically stimulated in the amygdaloid complex, following the protocol of rapid electrical kindling and the electroencephalographic recordings (EEGraphic) obtained from the piriform cortex, hippocampal formation in addition to the amygdaloid complex. After scorched the animals were exposed to TMT or distilled water, prior to the 21st electrical stimulation. Subsequently the cerebral tissue was processed (perfused, cryoprotected, frozen and sliced) and then processed for Nissl and Fluoro-Jade C histochemistry (FJC, a marker of neurodegeneration). The behavioral responses were analyzed by using the Severity Index for Limbic Seizures and neuroethology. In addition to EEG, reviewed after the 1st, 20th and 21th stimuli we also examined the presence/absence of neurodegeneration in regions of the limbic system. The results obtained in this study were compared with those obtained in the protocol of olfactory stimulation with TMT on acute audiogenic seizures of rats from the WAR strain. The TMT triggered fear reactions and modified the behavioral sequences, reduced motor activity and grooming behavior. Qualitative data from gas chromatography and mathematical algorithms made possible to establish the concentrations in the camera for the different doses of TMT. In addition, the gas chromatography helped to identify that 30 minutes is the time required for saturation and desaturation of the camera to TMT and indicated a homogeneous saturation of the interior of such camera. The pure TMT in rapid electrical kindling in Wistar rats was able to significantly reduce the Severity Index for Limbic Seizures, compared to water, corroborating the data of the neuroethology method indicating the suppressive effect of TMT in seizures, in both, the model of rapid electrical kindling as well as the acute audiogenic seizures. However, the results of the duration of the EEGraphic primary after-discharge at the 21th stimulus were inconclusive, requiring further analysis using different analytical methods. With the technique of FJC it was not observed necrotic cell death in any studied brain region.

This study explores the teaching practices of recently returned Latter-day Saint (LDS) missionaries who voluntarily taught the English language on their full-time missions' serving for The Church of Jesus Christ of Latter-day Saints throughout various parts of the world. The analyses performed in this research offer an insider's perspective by looking at a large selection of qualitative data gathered directly from these missionaries to provide evidential insight into what those practices are, including the most effective and the most ineffective teaching practices as principally perceived by the missionaries themselves. Thus far, there has been no research reported or data gathered on this topic on the same global scale, and to the same academic level. However, such a study is extremely necessary and beneficial towards refining the focus of the missionary taught English language classes, as well as the quality of teaching that the missionaries provide as they strive to serve and benefit the communities around them.

This study explores the relationship between language learning strategies and learner variables of Sri Lankan learners of English as a Second Language (ESL) with special reference to their personality types to examine what implications these associations have for the teaching of ESL in the Sri Lankan sociocultural context. In order to investigate the above, a large and representative sample of the ESL population was chosen. The sample taken for analysis comprised 886 subjects from six secondary schools which operate under the Ministry of Education in the Sri Lankan government. These subjects belonged to three distinct subcultures as demarcated by their first language (L1), Religion and Ethnicity in Sri Lanka. Data were collected using two questionnaires - a language learning strategy inventory and a personality assessment questionnaire, between April 2002 and June 2002 in Sri Lanka. Two statistical tests were used to measure the associations between the learner variables and language learning strategies: Multivariate Analysis of Variance (MANOVA) and Univariate Analysis of Variance (ANOVA). The findings show differences in strategy use or rather the ways the three groups learn the target language indicating that these strategy choices are closely correlated to their personality type, gender and religion/ethnicity. The findings also indicate that these variables affect the strategy choices both as collective and individual forces and when working as collective forces there is a complex interplay between these variables. While this study clearly demonstrates the association between learner variables and language learning strategies, it acknowledges the possible dangers in discussing these associations in cross-cultural comparisons. It also suggests the need for more ethnographic research to further elucidate the findings obtained in the current study. Based on these findings in the current study, this thesis strongly argues that ELT pedagogy cannot be independent of the Sri Lankan sociocultural context. It is therefore strongly suggested that ELT pedagogies should: (1) develop within the socio -cultural contexts of the learners; (2) be orientated to the culture of speakers of a Sri Lankan variety of English; (3) incorporate teaching material based on rhetoric indigenous to their culture. The study also shows the complexities of ESL instruction in the Sri Lankan socio-cultural context where its history, different cultures, first languages, ethnicities and religions all make a significant contribution to the learning/teaching of the target language. The challenge for teaching ESL in Sri Lanka is even higher given that all languages come with their own cultural, historical and ethnic trappings.

The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative competence in Vietnamese students, even in Vietnamese teachers of English. ELT at HFLTTC is taken to illustrate the fact that even after five years' training, graduates remain deficient in the ability of language use as well as understanding its use in normal communication. This being the case, how can they carry out effectively the teaching of English to high school pupils or students at other institutions? In this situation, we need to take a serious look at ELT in the Department of English at the HFLTTC so as to suggest suitable materials and methods which will enable the Institution to function more effectively. This project makes an exploratory study of the problem. To provide a context for the study, the background to ELT in the Department of English is reviewed. This is followed by a detailed description of different approaches used in ELT with the reference to the actual activities of teaching and learning in the Department of English. A special emphasis is placed on the difference between conventional approaches and the currently influential one - The Functional- Notional-Approach to language teaching and learning. The basic notions of this approach will be covered and also different categories of functions and categories of situations which the students of English often encounter in using English. Different techniques of teaching functional spoken English will be suggested with an aim to improving the teaching of spoken English in the above-mentioned setting. It is hoped that this project may become a contribution to solving some of the existing problems of inadequate communicative competence of Vietnamese students of English and to teaching and learning English with effective communication skills in the Department of English at the HFLTTC.