This research examines the low proficiency in English as a Foreign Language (EFL) and the effectiveness, or rather lack thereof, of English studies in Chinese urban middle schools. While most Chinese students learn English in middle school, very few are able to speak functional English. Even the surprisingly high marks for English tests and examinations are misleading, as these do not reflect the true ability of these students to use the English language. Possible factors contributing to this problem are highlighted, such as the inappropriate nature of university entrance examinations, ineffective teaching and learning methods as well as the teaching material used, overcrowded classrooms, lack of meaningful exposure to English, and learner’s heavy study burden. Aspects of learning and teaching English – the skills required (such as speaking, reading and writing) as well as the various teaching methods – are discussed. Learning a language involves grammatical, textual, functional and sociolinguistic knowledge, yet Chinese English language learners appear to develop organisational competence rather than pragmatic competence. This suggests that there is a possible flaw or shortfall in the teaching methodology and pedagogy behind teaching English and questions the effectiveness of English studies currently implemented at urban Chinese middle schools. In the light of this problem an in-depth look at language knowledge, the nature of language and proficiency levels, as well as the verbal communication process and language acquisition is taken. Furthermore, the differences between NLA, SLA and FLA are explained with a view to theories about how human beings learn a language. This involves various teaching methods, highlighting communicative language teaching and, at the same time characteristics of effective teaching as well as the textbooks used in a Chinese context for teaching English. The questionnaire methodology is applied in this research, and has been used to investigate and find reasons for this problem. Finally, recommendations are put forward regarding the following aspects: adding value to the present syllabus, improving the setting of assessments, providing more teaching materials, improving the language proficiency and teaching abilities of English teachers, and letting students have more time and opportunity to be exposed to the English language. Copyright / Dissertation (MA)--University of Pretoria, 2007. / Afrikaans / unrestricted

Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.

The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.

This study aims to explore the potential benefits and disadvantages of utilizing video game narratives in Swedish EFL teaching. The subject is approached through a qualitative literature review of previous research on the use of video games in the process of L2 acquisition. The results are then discussed from a sociocultural perspective, in relation to the frameworks introduced in the background and to the Swedish steering documents. The results indicate that video games are likely to be part of many students’ out-of-school experiences of the English language and that playing video games can be seen as an example of extramural language learning. The results also highlight how engaging in multiplayer video game narratives can aid L2 acquisition by for example increasing motivation, expanding learner vocabulary and by providing learners with strategies for discourse management such as politeness, humor and small talk. The collaborative and interactive nature of the video game narrative and of video game communities is also shown to align well with the Swedish steering documents that promote social interaction and the development of communicative competence. However, direct classroom implementation of video games is problematized by the fact that not all students have previous experience or tools for interacting with the video game format of storytelling and that gender discrepancies in video game consumption could lead to boys benefiting more than girls from language learning through video game narratives.

The purpose of this study is to find out how the six participating primary teachers teach vocabulary in the EFL-classroom, in particular through children’s literature and digital tools. Furthermore, this study aims to discuss how the participating teachers motivate their pupils to acquire vocabulary through various strategies and methods. Two research questions, first, how primary teachers teach vocabulary in the EFL classroom, second, what functions children’s literature and digital tools play when it is used by the teachers to enhance pupils’ vocabulary, are applied. This is a qualitative study where semi structured interviews have been conducted. The findings are coded through a thematic analysis to find patterns in the result. The results show that participating teachers differ in their reasoning when children’s literature can be used, where some of the teachers thinkthat it is possible to start using them in first grade, while others think that the pupils first need a basic vocabulary. Moreover, large screens are mostly used to display other teaching materials, while individual screens, such as iPads and computers, are used to differentiate the teaching. Additionally, the participating teachers mainly use children’s literature and digital tools to motivate the pupils in their vocabulary proficiency development.

The English language surrounds young children from an early age, and as they growolder, it will continue to be an important part of their lives, both inside and outside ofschool. The ability to read English is therefore essential to participate in a democraticsociety. Previous research suggests that reading stories from an early age can supportyoung learners in acquiring new language. Therefore, this study aims to investigate howteachers select and use children’s literature in their EFL teaching for years 1-3. SixSwedish primary school EFL teachers have participated in this qualitative study. Theempirical data was collected through semi-structured interviews. The results show thatteachers express a positive attitude towards using children’s literature in their teachingand suggest several important factors when choosing and using it. However, the resultsalso indicate that teachers face challenges when implementing the materials, due tofactors such as time constraints. Despite the time constraints, several teachers usechildren’s literature because of the benefits, such as offering authentic language thatpupils can use in their daily life, both inside and outside of school.

In this essay, Richelle Mead’s Vampire Academy is analysed through a moral perspective, with a focus on experimentalism and rationalism as presented by Christopher W. Gowans. Furthermore, the application of the novel and its connection to morality in the EFL classroom is discussed, as well as the possibility of introducing fanfiction in the classroom. The main conclusion that could be drawn is that the same action could be either moral or immoral depending on one’s view of morality. The results also indicate that Rose choosing her duty to Lissa over her love for Dimitri was a morally correct decision though it the morality in her having to choose at all is questionable. Furthermore, the results illustrate that compulsion can be moral or immoral depending on why it is used and that it is difficult for the antagonist to be morally correct. It was also concluded that the novel can act as a buffer between the student and the real world and thereby be a starting point for moral discussions in the classroom.

In recent years, Video-based Synchronous Computer Mediated Communication (VSCMC) has been applied in EFL education for young Chinese learners. VSCMC teaching, as distinctive from face-to-face teaching, brings numerous planning challenges for teachers using technology. Research has shown that teacher beliefs significantly affect lesson planning for technology integration. However, teacher beliefs towards VSCMC specifically have been insufficiently studied in the field of EFL education for young learners. The purpose of this qualitative multiple case study was to explore how teacher beliefs influence lesson planning regarding VSCMC teaching. Six participants in the Chinese context were interviewed in the study. The results indicated that teachers had transitional pedagogical beliefs, strong self-efficacy beliefs, and a complex set of value beliefs towards VSCMC teaching. Accordingly, these beliefs motivated them to teach in VSCMC settings in particular ways and influenced their lesson planning processes in terms of determining learning objectives, designing course content, and choosing teaching methods.

The aim of this study was to investigate the effects of ICT on EFL students’ reading and writing skills, as well as both teachers’ and students’ attitudes towards ICT. 14 articles from varying countries were systematically selected for the purpose of this literature review. The data collected was investigated through content analysis. The results showed that ICT has generally positive effects on students’ reading and writing skills and the motivation to do those tasks. The teachers perceived ICT to be mainly beneficial, but often distracting and difficult to use or control. The students were appreciative of technology and found it helpful in their learning English process. It was concluded that ICT’s positive effects outweigh the negative effects of using ICT in an EFL setting and implementing technology can improve students' reading and writing skills as well as increase their motivation.

In many of today’s EFL classrooms, teachers struggle to get students to actively participate and interact with their teacher, peers and language. This research examines the techniques that EFL teachers use to enhance teacher-student interaction in Syrian classrooms. It also explores students’ responses to the opportunities offered by their teachers. Using an exploratory case study design, this study draws on five video recorded classroom observation sessions for two EFL teachers. Findings in this study revealed that classroom interaction substantiates the stimulus response as a predominant method to teaching in this country. They also suggested the students became more inclined to talk when they found the teacher paying attention and showing interest in the answer. The teachers are recommended to increase students’ opportunities for practicing the language forms they are learning.