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[en] THE (RE)CONSTRUCTION OF PROFESSIONAL AND ORGANIZATIONAL IDENTITY AND THE EXPERIENCE OF AFFILIATION IN THE CONTEXT OF EFL INSTITUTIONS / [pt] A (RE)CONSTRUÇÃO DE IDENTIDADE PROFISSIONAL E ORGANIZACIONAL E A EXPERIÊNCIA DE AFILIAÇÃO NO CONTEXTO DAS INSTITUIÇÕES DE ENSINO DE INGLÊSCLAUDIA REGINA DE SOUZA 02 September 2005 (has links)
[pt] O presente trabalho analisa como os impactos da
implementação de um modelo
de cultura empresarial nos cursos de ensino de inglês
incidem na (re)construção da
identidade dos professores e, conseqüentemente, no seu
sentimento de afiliação
àquelas instituições. À luz de conceitos como identidade,
contrato psicológico e
comodificação e com base em entrevistas de pesquisa feitas
com professoras de
duas instituições, procuramos investigar como esta mudança
vem afetando o
sentimento de continuidade biográfica das professoras como
indivíduos, profissionais
e membros daquelas organizações. Os resultados sugerem que
tal mudança faz
emergir conflitos de representação em relação à tarefa de
ensinar, ao papel do
professor e à imagem da instituição, com conseqüências no
sentimento de maior ou
menor pertencimento à organização e no processo de
construção de uma narrativa
pessoal coerente. / [en] The implementation of an enterprise culture model in EFL
schools has an
impact on the (re)construction of teachers identities
and, therefore, on their feelings
of affiliation to those institutions. On the basis of such
concepts as identity,
psychological contract and commodification and on
interviews with teachers from
two different institutions, we have tried to investigate
how this change has been
affecting the feeling of biographical continuity of
teachers as individuals,
professionals and members of those organizations. The
results suggest that the
implementation of an enterprise culture model has aroused
conflicts of representation
on teaching practice, on the teacher s role and on the
image of the institution, leading
to changes in the degree of the teachers sense of
belonging to the organization and in
the process of the construction of a coherent personal
narrative.
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Swedish teachers’ and students’ views on the use of ICT in the English classroomKullberg, Tobias January 2011 (has links)
This thesis aims to explore whether some Swedish teachers and students feel that they are helped by ICT tools in their classrooms or not. It is vital for this thesis to find out whether or not teachers experience that their students are positively stimulated by the use of ICT when learning English. Ascertaining whether teachers find that ICT tools make it easier for them to teach or not is also of particular interest. Students’ answers to questions regarding the perceived benefits of technology and what they think about their teachers’ technology usage are also important. In order to accomplish this aim, four teachers were interviewed about their opinions on this matter and one English class per teacher, totaling 70 students, answered questionnaires regarding their opinions on the matter. The results reveal that teachers believe that while ICT offers some great tools to create variation in the classroom and that it might increase student motivation, opinions on whether or not technology also helps students to produce better results differ. The students’ results on the other hand clearly show that most students believe that they learn better when using computers, they would like to use computers more during class, and they prefer to write using a computer rather than pen and paper. Overall, the students have a more positive attitude to ICT tools than the teachers.
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Speaking in the EFL classroom : A qualitative study of how four compulsory school teachers view the role of oral proficiencyOlsson, Sofie January 2018 (has links)
Research shows that oral proficiency is a big part of communicative competence, and therefore highly relevant for EFL teachers in today’s society. This study aims to investigate what types of activities four EFL teachers in secondary school in Sweden prefer to use in order to practice and assess their students’ oral proficiency. This study further seeks to give an insight in what the four teachers focus on when assessing their students’ oral proficiency. The method used for this study was qualitative, semi- structured interviews with four EFL teachers of different secondary schools in south of Sweden. Furthermore, the data was later coded and analysed with inspiration of the Grounded theory methodology. The results of this study showed that the four teachers used different oral activities very often in their teaching, especially different kinds of discussions. The oral activities were often connected to other projects and assignments that included other skills such as reading and writing. Therefore, the oral proficiency activities were only said to be clearly planned and assessed once or twice per term. Moreover, the four teachers main focus when assessing the students’ oral proficiency seemed to be phenomena like fluency, clearness, adaption to purpose and strategy- usage.
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Teacher and Teacher Student Beliefs on Using Code-Switching in EFL ClassroomsGustavsson, Beatrice, Karakitsos, Anastasia January 2019 (has links)
This study explores teacher student and in-service teacher beliefs about using code-switching in the English language classroom. Language classrooms have long adopted amonolingual approach. However, nowadays many classrooms are multilingual and a shifttowards using multilingual strategies to accommodate multilingual pupils can be seen inboth research and steering documents. Plurilingualism is promoted by the EuropeanCouncil and the Swedish syllabus for English, and research shows that code-switchingcan be one method for pupils to draw from all their language skills. Although amonolingual approach is still considered ideal, in research about teacher and teacherstudent beliefs about code-switching most participants use code-switching. This papertherefore investigates teacher student and in-service teacher beliefs in order to explorehow teachers use code-switching. Using the qualitative method of semi-structuredinterviews and analysing our data with the help of a coding scheme, we found that thoughall participants agree that a monolingual standard is ideal, they believe that it is importantto acknowledge pupils’ multilingual backgrounds and that code-switching can be one wayof doing that while still facilitating learning. We also found that the participants’ use ofcode-switching depends on their pupils’ proficiency, that they mainly use code-switchingfor communicative purposes, and that the participants’ own lingual backgrounds affectedtheir beliefs about code-switching. The result of this paper shows that in-service teachersneed to reflect on how and why they use code-switching while teacher educationprogrammes need to acknowledge multilingual strategies and make students aware ofwhen such strategies are beneficial to learning, and when they are not.
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Always Mind Me: Responding Subjectively to Literary Texts in Order to Create the Ideal L2 Self in the EFL ClassroomJansson, Sofie, Alvarez, Andres January 2022 (has links)
This essay aims to examine the applicability and relevance of subjective reader response in relation to second language (L2) motivation within literature education in the classroom of English as a Foreign Language (EFL). With support from previous research within the field of reader response theory (RRT), this essay argues that a subjective reader response approach contributes to increasing students’ motivation in relation to literature education Thus, this essay answers the following questions: 1) Does subjective reader response contribute to creating motivation among students in EFL (literature) teaching, and if so, how can this theory be implemented? 2) Does subjective reader response support students’ construction of what Zoltán Dörnyei refers to as “Ideal L2 self”? 3) What are the main benefits of using a reader response approach? The results support the hypothesis that a subjective reader response approach contributes to increasing students’ motivation in relation to literature education. Additionally, the study shows that the self-explorative nature of subjective reader response enables students to construct their “Ideal L2 self”.
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Motivational Teaching Strategies in a Brazilian EFL School: How Important are they and how Frequently are they used?Xavier, Graziane de O. January 2005 (has links)
No description available.
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Komparativna analiza nastave engleskog kao stranog jezika u osnovnim školama u Japanu i Srbiji / Comparative analysis of EFL teaching inelementary schools in Japan and SerbiaMaksimović Svetlana 07 September 2016 (has links)
<p>Ciljevi nastave engleskog kao stranog jezika u Japanu prolaze kroz velike promene dolaskom globalizacije i informacionih tehnologija, a jedna takva promena jeste uvođenje engleskog jezika na osnovnoškolskom nivou. Engleski kao strani jezik postaje obavezan u japanskom obrazovnom sistemu. Prema japanskoj obrazovnoj politici učenici počinju da uče engleski jezik u 5. razredu. U Srbiji situacija je drugačija u tom smislu da je engleski jezik obavezan predmet od 1. razreda osnovne škole.<br />U ovoj doktorskoj disertaciji pokušaćemo da saznamo koje su to metode i tehnike u upotrebi u nastavi engleskog jezika u osnovnim školama u Japanu, kao i u Srbiji. Isto tako, pokušačemo da utvrdimo njihovu adekvatnost u smislu postizanja zadatih ciljeva, a samim tim i zaključaka u vezi sa ispunjenošću ciljeva nastave stranih jezika – plana i programa propisanih od strane Ministrastva prosvete u obe države.<br />Cilj ovog istraživanja jeste definisanje aktivnosti koje se koriste na časovima, interakcije između učenika i nastavnika, upotreba maternjeg jezika na času, kao i komunikacije na osnovu savremenih metodoloških težnji u nastavi engleskog jezika Na osnovu teorijsko-metodološkog okvira, ova studija ima za pokušaj da definiše i uporedi način na koji nastavnici uvode aktivnosti na časovima engleskog, a koje se u smislu komunikacije odnose na osnovnoškolske politike u Japanu i Srbiji. Relevantno istraživanju, korišćen je metod triangulacije, te su podaci sakupljani putem opservacije časova, intevjua i ankete za nastavnike u elektronskom obliku. Takođe, izvršena je i komparativna analiza udžbenika odobrenih od strane oba ministarstva, a koji su u upotrebi u obe države.</p><p>Opservacije časova engleskog jezika u osnovnim školama u Japanu, kao i anonimno anketiranje nastavnika i intervjui pokazali su kod učenika motivaciju za učenje na visokom nivou, ali metode i aktivnosti korišćene na časovima zajedno sa visokim procentom upotrebe maternjeg jezika (japanskog) dovode do nedostatka komunikacije na času, a samim tim i nedostatka prave komunikacije na engleskom jeziku. Istim istraživanjem u Srbiji došlo se do zaključka da je motivacija učenika za učenje engleskog jezika na visokom nivou, kao i da nastavnici teže što manjoj upotrebi maternjeg jezika na času, osim kada je to zaista neophodno, kao što su obrade gramatičkih jedinica i njihova objašnjenja, te da se u školama u Srbiji na časovima engleskog jezika teži animaciji učenika, podizanjem motivacije na najviši nivo.<br />Na osnovu dobijenih podataka izneti su zaključci i sugestije kako bi se pomoglo nastavnicima engleskog jezika, kao i implikacije za dalja istraživanja.</p> / <p>The goals of EFL teaching in Japan have<br />recently undergone drastic change, with<br />globalization and information technology’s<br />arrival, one such change being the introduction<br />of English at the elementary-school level.<br />English as a foreign language (EFL) in Japan is<br />becoming a mandatory subject in compulsory<br />educational system. According to Japanese<br />educational policy, students are required to start<br />learning the English language in the fifth grade.<br />In Serbia, the situation is different, meaning that<br />EFL has been introduced as a mandatory subject<br />from the first grade of elementary school.<br />In this doctoral thesis we are primarily<br />interested in discovering the methods and<br />techniques used in English language teaching in<br />elementary schools in Japan, as well as in<br />Serbia, and their adequacy in terms of achieving<br />the aims, and therefore fulfillment of the<br />curricula and syllabi regulated by Ministries of<br />education in both countries.<br />The aim of this study is to define the<br />activities used in the classes, interaction<br />between students and teachers, the use of the<br />mother tongue in class, as well as<br />communication on the basis of contemporary<br />methodological aspirations in EFL Teaching.<br />Based on the theoretical-methodological<br />framework, this study attempts to define and<br />compare the ways teachers introduce classroom<br />activities in English that are communicative in<br />their given policy contexts in elementary<br />schools in Japan and Serbia. Using a qualitative<br />descriptive – triangulation method, relevant to<br />this study, data were gathered by classroom observations, interviews and also a survey for</p><p>teachers in electronic form were conducted. In<br />addition, comparative analysis of textbooks<br />approved by the Ministries and in use in both<br />countries, was conducted.<br />Observations of English lessons in<br />primary schools in Japan, as well as an<br />anonymous survey of EFL teachers revealed the<br />students’ motivation to learn English is at high<br />level, but the methods and activities used in<br />classes with a high percentage of use of the<br />mother tongue (Japanese) lead to the lack of real<br />English communication in the classroom. Other<br />findings in Serbia revealed the students’ high<br />motivation for learning English and teachers<br />tending to reduce the use of the mother tongue<br />in class, except when necessary, for presenting<br />and explaining grammar, thereof, English<br />classes in Serbian schools tend to animate<br />students, raising their motivation to the highest<br />level.<br />According to the data obtained,<br />conclusions and suggestions were made in order<br />to help EFL teachers, and recommendations for<br />future research and practice in both countries<br />were also given.</p>
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[en] THE PRESENCE OF PORTUGUESE IN THE WRITTEN PRODUCTION OF THE ENGLISH LEARNER: A STUDY ON WORD USAGE / [pt] A PRESENÇA DO PORTUGUÊS NA ESCRITA DO APRENDIZ DE INGLÊS: UM ESTUDO SOBRE O EMPREGO LEXICALKELLY CRISTINA GONCALVES BARROS 31 July 2006 (has links)
[pt] A presente pesquisa se debruça sobre a produção escrita de
aprendizes de
inglês como língua estrangeira no Brasil. Analisam-se
redações produzidas por
alunos de nível intermediário e avançado, com foco em
construções cuja
inadequação pode ser especificamente associada o emprego
do vocabulário. O
objetivo geral da pesquisa é investigar a interferência do
português no
aprendizado do inglês como LE, com foco no emprego
lexical, em modalidade
escrita. Seu objetivo mais específico é testar a hipótese
de que o caráter não
isomórfico das relações de sentido entre línguas
diferentes, no caso deste estudo,
o português e o inglês, tem relação com a incidência de
problemas de emprego
lexical encontrados em redações de aprendizes de inglês
como LE. Os resultados
da análise, empreendida sobretudo com base nas proposições
de Cruse (1986),
Lyons (1990) e Saeed (2003), contribuem para confirmar a
hipótese testada,
demonstrando que os problemas lexicais em exame podem ser
associados à
interferência da língua materna e, mais especificamente, a
discrepâncias nas
relações de sentido entre o português e o inglês. / [en] This study aims at the written production of students of
English as a foreign
language in Brazil. Compositions of intermediate and
advanced students are
analyzed with a special focus on constructions whose
inadequacies may be
specifically associated to vocabulary usage. The general
goal of the research is to
investigate the interference of Portuguese in the
acquisition of English as a foreign
language, with a special emphasis on lexical usage in the
written modality. Its
specific objective is to test the hypothesis that the non
isomorphic character of
sense relations between different languages − in the case
of this study, Portuguese
and English − is related to the incidence of lexical
problems encountered in
compositions of students of English as a foreign language.
The results of the
analysis, which was mainly grounded on the propositions of
Cruse (1986), Lyons
(1990) and Saeed (2003), contribute to confirm this
hypothesis, demonstrating
that the lexical problems being scrutinized can be
associated with mother tongue
interference, and, more specifically, with the
discrepancies in the sense relations
between Portuguese and English.
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[en] LISTENING TO THE VOICE OF THE BRAZILIAN (PRE)ADOLESCENT FROM THE DIGITAL GENERATION CONCERNING AN ENGLISH COURSEBOOK PRODUCED IN BRAZIL / [pt] OUVINDO A VOZ DO (PRÉ)ADOLESCENTE BRASILEIRO DA GERAÇÃO DIGITAL SOBRE O LIVRO DIDÁTICO DE INGLÊS DESENVOLVIDO NO BRASILMARCIA CASTELO BRANCO NOGUEIRA 28 August 2007 (has links)
[pt] Essa pesquisa consiste na investigação dos aspectos de um
livro didático de
inglês que os alunos apreciam e acham motivadores. O livro-
texto selecionado é
uma série didática de inglês desenvolvida especialmente
para (pré)adolecentes
brasileiros de um curso livre de língua inglesa. Através
de pesquisas com os
alunos usuários da série selecionada, descobriram-se as
três principais
características que eles aprovam nesse material: os textos
trabalhados, o seu
layout e a sua abordagem gramatical. Posteriormente, esses
aspectos do livro
didático-alvo foram analisados cuidadosamente sob a ótica
de teorias relacionadas
a eles: a teoria de gêneros discursivos, a teoria de
multimodalidade e teorias sobre
o processo ensino/aprendizagem de gramática da língua
estrangeira. A análise do
material ajudou-nos a compreender a razão pela qual os
alunos aprovam esses
aspectos e corroborou com a sua escolha. / [en] This study consists of an investigation of the aspects of
an English textbook
which the students like and consider motivating. The
course book chosen is an
English series especially developed for Brazilian tweens
and teenagers who study
at a private English institute. The students using the
material were heard and they
pointed out three aspects which they considered positive
and approved of: the
texts the material makes use of, its layout and its
approach to the teaching of
grammar. Resorting to relevant theories, i.e., the genre
theory, the multimodality
theory and theories related to the teaching of a foreign
language, the material was
thoroughly analysed. The insights brought about by this
analysis helped us
understand the reasons why the students approved of these
aspects and
corroborate their choice.
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Teaching English as a Foreign Languate and Using English as a Medium of Instruction in Egypt: Teachers’ Perceptions of Teaching Approaches and Sources of ChangeEl-Fiki, Hana 21 August 2012 (has links)
With the internationalization of English there is a growing demand for high quality English language education around the globe, particularly in non-English speaking countries. Consequently, there is an increasing demand worldwide for competent English teachers and more effective approaches to teaching and teacher professional development. In Egypt, in a context of educational reform where communicative language teaching approaches have been adopted as a way to improve teaching, this study explores how teachers perceive and respond to this call for change in instructional practices. It examines the professional development experiences of a group of English as a foreign language (EFL) and English-medium subject (EMS) teachers working in the private and public basic educational sectors in Cairo, Egypt. The research questions focus on teachers’ perceptions of change and improvement occurring in their teaching practices, their beliefs on the sources of change available to them, and the perspectives of school principals and professional development providers on teachers’ change prospects.
In this study, a multi-method approach was applied, with a teacher survey administered to 174 teachers; in-depth, semi-structured interviews with 36 teachers, 15 principals, and 8 professional development (PD) providers; field observation; and examination of relevant documents and artifacts. The analysis of data is informed by sociocultural theory perspectives (Vygotsky, 1978).
The findings indicate that (1) teachers perceive great change in their practices, though their conceptions and implementation of communicative approaches are context-bound, (2) teaching is influenced by various professional learning opportunities, and (3) change or lack thereof results from teachers’ adaptability to their local contextual demands through a process of resistance, resilience, or maintaining the status quo.
The findings highlight the centrality of teachers in change processes.They suggest that change results from a process of interaction between teachers and other individuals within their community, and that the nature of change as experienced by the participants is shaped by a multitude of contextual factors. The implications of the study include the need to replace the technical conception of professional development with a more ecological orientation, to establish professional learning communities among teachers and within schools, and to establish a coherent framework for change initiatives.
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