The present thesis investigates to what extent contemporary ELT textbooks include reading materials as well as what types of texts are being used and what reading strategies they seemingly promote. Additionally, the study analyzes whether there is a noticeable discrepancy in teaching materials designed for the vocational and university preparatory and considers whether the design of the current textbook is representative of the current view of reading as a teaching tool as reflected in official policy documents. Through the means of a content analysis of a total of six in use ELT textbooks, the study discovers that few ELT textbooks include a satisfactory amount of reading materials and that there is a significant discrepancy between teaching materials intended for the separate orientations of upper secondary school in Sweden. It is also discovered that the set of textbooks largely reflect the current view of language teaching. The study concludes that the current practice of language teaching is ill-suited to counter the development of declining reading literacy and suggests an alternative methodology in extensive reading.

The aim with this study is to find out the role of literature in language education. More specifically, this essay focuses on discovering how literature can be used to learn and acquire the English language. The study will show how reading literature can benefit students’ proficiency. The paper is based on two parts. The first part is an interview section where four English teachers have been interviewed in order to learn what teachers’ thoughts are on the role of literature in the courses in English. The teachers that have taken part in the study work at the same school in a smaller municipality. The second part of the study examines the availability of literary material in three current ELT coursebooks that the interviewees use in their teaching. This was done by a page-by-page analysis of the coursebooks.  The results of the interviews suggest that through reading literature students can acquire skills such as expanded vocabulary and proficiency. Moreover, the study shows that the coursebooks available to the teachers fail to provide enough reading material, nonfictional or fictional, to develop the proficiency the authors of the coursebooks claim students will acquire by using their coursebooks. / Denna studie ämnar undersöka litteraturens roll i språkundervisningen. Mer specifikt fokuserar studien på att undersöka hur litteratur kan vara ett verktyg för att lära sig engelska. Studien ämnar visa hur läsning kan främja elevers språkliga förmåga. Uppsatsen är uppdelad i två delar. Första delen fokuserar på resultaten av intervjuer med fyra engelsklärare som ger sina åsikter om litteraturens roll i engelskundervisningen. Lärarna som har deltagit i studien jobbar på samma skola i ett mindre samhälle. Den andra delen studerar det litterära materialet i tre läroböcker som lärarna använder i sin undervisning. Detta gjordes genom att analysera läromedlen sida för sida. Resultaten antyder att elever genom att läsa litteratur kan utveckla ett flertal förmågor, bland annat få ett större ordförråd och utveckla sin språkliga förmåga. Studien antyder också att läromedlen som lärarna använder sig av inte lyckas att förse lärarna med tillräckligt många litterära texter för att eleverna ska kunna utveckla sin språkliga förmåga till den grad läromedelsförfattarna påstår att de kan genom att använda deras läromedel.

This study attempts to identify learning opportunities at the Department of English Language and ELT Methodology at Charles University in Prague via a comparison with an Australian institution, The University of Queensland located in Brisbane. The secondary objective of the study is to further thesis writing culture at the Department at CU by cataloging and auditing past TEFL theses. Thus, future students could more easily and efficiently identify new areas for research and benefit from the foundations laid by previous students. The first half of this thesis provides a review of previous works conducted in the field of the history of English linguistics, with a special focus on ELT Methodology at CU. Thus, a list of Prague TEFL theses submitted between 1946-2008 follows. A similar list is created for UQ TEFL theses between 1994-2009 on the basis of research at UQ that was carried out in 2009-2010. This results in a comparison of TEFL theses topics from both universities' intersection 1994-2008. This information is then linked to establishment of areas of strength or improvement at CU. In phase two of this study, MA theses writing guidelines released by CU and UQ are compared. These guidelines are characterised into five categories, i.e. flexibility, structure, academic integrity, conformity, and...

A Native Speaker as an EFL Teacher Rodilý mluvčí jako učitel angličtiny Miroslav Ledvinka Abstract Introduction: The principal aim of this thesis is to determine the role and significance of native speaker teachers of English in the teaching process, as well as to define the expectations of their students and employers. The status of native speaker teachers in the Czech Republic is being contrasted to the position of non-native speaker teachers. The core of this study lies in the analytical part which attempts to delimit the characteristics of the implementation of native English-speaker teachers into the Czech education system. Theoretical part: The theoretical chapter presents a concise summary of the theoretical terms and concepts, both historical and contemporary, which are related to the topic of native English-speaker teachers. Apart from the traditional survey of topics discussed in various authoritative publications and journals, the theoretical overview also includes a schematic outline of the historical development of the status of native speaker teachers with respect to the social, political, and economic factors which played a major role in the shaping of native speakers' position in the education process, and society as a whole. In addition, the theoretical chapter traces the contribution of...

Este foi um estudo retrospectivo de 18 pacientes com atrofia hipocampal (AH) e 21 pacientes com AH associada ao blurring do polo temporal (BPT), nos quais realizamos a investigação das alterações perfusionais ao SPECT (Single Photon Emission Computed Tomography) crítico, ao SPECT intercrítico e ao SISCOM (Subtraction Ictal SPECT Coregistered to MRI) e sua comparação com os dados de avaliação pré-cirúrgica. Os pacientes com BPT apresentaram início mais precoce da epilepsia, uma duração de epilepsia maior e um período maior de seguimento pós-operatório (PO). O padrão pefusional ipsilateral ao SPECT crítico, o qual denominamos de padrão -típico?, foi o padrão perfusional mais frequentemente encontrado em ambos os grupos de pacientes com e sem BPT. Ao SPECT intercrítico, a maioria dos pacientes com BPT apresentaram hipoperfusão ipsilateral no lobo temporal (LT) epileptogênico, enquanto que no grupo sem BPT esta hipoperfusão foi observada em metade dos pacientes. Ao SISCOM, o padrão perfusional -típico? foi novamente o mais encontrado em ambos os grupos com e sem BPT. Entretanto, os padrões considerados -atípicos? foram encontrados mais frequentemente nos pacientes com BPT, o que nos sugere um padrão de propagação das crises epilépticas discretamente diferente neste grupo com BPT, o qual envolve outras áreas dos LT bilateralmente. Contrariamente à nossa hipótese inicial, não encontramos associação entre a presença de BPT e a presença de hiperperfusão no polo temporal (PoT) seja ao SPECT crítico ou ao SISCOM. Por este achado, nossos dados não suportam a idéia de que o BPT seja resultado de alterações teciduais intercríticas secundárias a um maior envolvimento ou participação deste polo na geração ou propagação de crises epilépticas na epilepsia do lobo temporal (ELT) mesial. Por outro lado, nossos resultados sugerem que o PoT é uma região frequentemente envolvida pelas crises do LT. Particularmente, a hiperperfusão no PoT ipsilateral à AH ao SISCOM foi mais encontrada nos pacientes com casos clínicos típicos de ELT mesial, sugerindo que o PoT é mais frequentemente envolvido (um padrão típico) em crises epilépticas em casos clínicos com informações mais concordantes (clear cut) e sugestivas de ELT mesial unilateral / This was a retrospective study of 18 patients with hippocampal atrophy (HA) and 21 patients with HA associated to temporopolar blurring (TPB). We performed an investigation of perfusion changes of ictal single photon emission computed tomography (SPECT), interictal SPECT and subtraction ictal SPECT coregistered to magnetic resonance imaging (SISCOM) and its comparison with results of presurgical evaluation. Patients with TPB showed earlier epilepsy onset, longer duration of epilepsy and a longer period of post surgical follow-up. The ipsilateral perfusion pattern in the ictal SPECT, which we denominated -typical? pattern, was the most frequent in both groups of patients, with and wihout TPB. In the interictal SPECT, most of patients with TPB showed ipsilateral hypoperfusion to the epileptogenic temporal pole (TP), while in the group without TPB this hypoperfusion was observed in half of the patients. Through SISCOM, the typical perfusion pattern was the most frequent in both groups. However, the patterns considered -atypical? were found more frequently in patients with TPB, which suggests a pattern of propagation of epileptic seizures slightly different in the group with TPB, which involves other areas of TL bilaterally. Adversely to our hypothesis, we did not found association between the occurrence of TPB and the hyperperfusion in the TP neither in the ictal SPECT nor SISCOM. Based on this finding, our data does not support the idea that the BTP is a result of interictal secondary tissue changes due to a higher involvement or role of this pole in the generation or propagation of epileptic seizures in the mesial temporal lobe epilepsy (TLE). On the other hand, our results suggest that the TP is a region frequently involved by seizures of TL. Particularly, the hyperperfusion in the TP which is ipsilateral to the HA through SISCOM was the most found in patients with typical clinical cases of mesial TLE, suggesting that the TP is frequently involved (a typical pattern) in epileptic seizures of clinical cases with more concordant information (clearcut) and suggestive of unilateral mesial TLE

A mudança do paradigma analógico para o digital, emergente da revolução tecnológica pela qual passamos, juntamente com o grande interesse atual pelo uso das TICs nos processos de ensino e aprendizagem da língua inglesa, motivaram esta pesquisa. Com o objetivo de investigar os processos de (des)construção de sentidos tanto dos alunos como dos professores, além de vivenciar a complexidade que emerge das aulas de inglês pensadas a partir da presença das TICs, a pesquisa se desenvolveu em duas fases: 1) elaboração do projeto Familiarização com o uso da língua inglesa através do computador, implementado na escola pública com alunos do quinto ano do Ensino Fundamental, e, 2) a observação, no ano seguinte, de aulas de inglês e de informática, para uma turma de sexto ano da rede pública. A pesquisa mesclou as metodologias qualitativa (MAXWELL, 2005), interpretativa (ERICKSON, 1986) e de fundo etnográfico (GEERTZ, 1973), enquadrando-se no gênero da autoetnografia (PRATT, 1992; ELLIS; ADAMS; BOCHNER, 2011). Os dados, aqui chamados de momentos significativos, ou seja, momentos que apontam para aspectos da mudança de paradigma de analógico para digital foram analisados a partir dos pressupostos das teorias pós-coloniais (BHABHA, 1994), pós-modernas (VATTIMO, 2004), do letramento crítico (MENEZES DE SOUZA, 2011; SHOR, 1999), dos novos letramentos (LANKSHEAR; KNOBEL, 2003; BURGESS; GREEN, 2009) e multiletramentos (COPE; KALANTZIS, 2000). A análise dos momentos significativos corroborou a hipótese de que há uma relação entre os processos de ensino e aprendizagem de inglês e as novas tecnologias que pode contribuir para mudanças na construção de sentidos dos atores envolvidos. Para tanto, é necessário haver um forte investimento no processo de autoletramento crítico por parte do professor. Entendido como exercício de auto-observação no encontro com o outro durante o processo de construção de sentidos, o autoletramento crítico pode auxiliar na compreensão da complexidade das relações entre professores, alunos e construção de conhecimento a partir do paradigma digital. Nesse exercício de auto-observação, o presente trabalho foi elaborado na forma de narrativa, entendida como um processo de criação de significação, uma forma de fazer sentido (BRUNER, 2001), com foco principal nas ações (ARENDT, 2010) dos atores envolvidos no processo de ensino e aprendizagem, recortados aqui nas figuras dos alunos, professores e pesquisadora. / Emerging from the present technological revolution, the change from the analog to the digital paradigm, together with the ever-rising interest in the use of ICTs in ELT motivated this research. Aiming at investigating both teachers and students meaning-making processes as well as experiencing the complexity involved in the teaching of English as a foreign language as far as ICTs are concerned, this research was developed in two phases: designing the project entitled Familiarização com o uso da língua inglesa através do computador (English language familiarization via computer), implemented in the Brazilian Public School with a group of fifth graders and, in the following year, the observation of English and Computer classes for a group of sixth graders. This research follows a methodology which combines qualitative (MAXWELL, 2005), interpretative (ERICKSON, 1986) and ethnographic (GEERTZ, 1973) perspectives, fitting into the autoethnolographic genre (PRATT, 1992; ELLIS; ADAMS; BOCHNER, 2011). The data, here named meaningful moments, that is, moments which point to aspects of paradigm changes from analog to digital were analysed using the theories of post colonialism (BHABHA, 1994), post modernism (VATTIMO, 2004), critical literacy (MENEZES DE SOUZA, 2011; SHOR, 1999), new literacies (LANKSHEAR; KNOBEL, 2003; BURGESS; GREEN, 2009) and multiliteracies (COPE; KALANTZIS, 2000). The analysis of the meaningful moments confirmed the hypothesis that there is a relationship between the English teaching and learning processes and the new technologies which may contribute to changes in the meaning making process of those involved. Thus, a considerable amount of investment in the process of critical self-literacy is necessary on the teachers part. Taken as the exercise of self-observation in the very moment when the self meets the other in the meaning-making process, critical self-literacy may foster the understanding of the complexity of relationships between teachers, students and the construction of knowledge within the digital paradigm. Throughout this exercise of critical self-observation, the present dissertation was written as a narrative, as a meaning-making process, a way of making meaning (BRUNER, 2001), focusing mainly on the actions (ARENDT, 2010) of those involved in the teaching and learning processes, represented here as the students, teachers and the researcher.

The Storyline method requires learners to create a fictive world and take on the role of characters in a story which they develop themselves. The story, co-created with the teacher, is based around a topic in the curriculum. In the course of the story, key questions based on curriculum-mandated aims are asked by the teacher in order to engage the learners in tasks during which learning occurs. Although Storyline has been used for many years in the classroom, its applicability to the foreign language classroom has only been researched recently and not extensively. By establishing a simulated ‘real world’ and providing students with ownership of their learning, students can use and improve their language skills, developing intercultural communicative competence in a meaningful context. This action research case study investigated the impact of the Storyline method on the foreign language classroom in the context of teaching military linguist cadets at a Russian university. A fictive base of a United Nations military observation mission, invented by the students themselves, served as a meaningful context for learning. The aim of the study was to improve the effectiveness of teaching in terms of developing language skills and raising student motivation, in the context of teaching English as a foreign language to military linguist cadets. The study found that the student response was positive, with improvements in motivation and satisfaction with the teaching and learning process. Moreover, students also showed improvements in terms of English language skills. It was also discovered that Storyline could benefit from adaption to include form-focused instruction for teaching grammar points. Additionally, explicit explanations of certain Storyline activities, in particular art work, might be beneficial when working with military linguist cadets. Ultimately Storyline was found to be an effective foreign language teaching method for military linguist cadets in Russia and has potential for use in other foreign language teaching for specific purposes contexts owing to its capacity for making language learning more relevant to the real life contexts in which professionals find themselves.

The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching practicum. The study is within an Interpretive paradigm and utilizes a case study approach. Methods of data collection included classroom observation and semi-structured interviews. The findings showed that trainee teachers' learning experience significantly influenced their beliefs and governed their teaching. Some of the trainee teachers' beliefs were clearly manifested in their actual teaching (e.g. using explicit approaches particularly in teaching grammar). Other beliefs (e.g. creating interactive classroom activities) were not demonstrated. Several intrinsic factors such as trainee teachers' English proficiency level and confidence, and extrinsic factors such as large class size and students' responses were found to affect the relationship between trainee teachers' beliefs and practice. Most of their beliefs (e.g. learners' language knowledge as the key factor to communicate in English) remained unchanged after the practicum. Other beliefs, such as the need to use English and BI proportionally were not enacted in their teaching practice during the classroom observations. This study provides important implications for initial English language teacher education programmes, teacher professional development and for the field of teacher cognition and WTC.

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

This study attempts to investigate the teaching of written English in Vietnam with special attention to the main problems encountered by teachers of English at the main language institutions in the light of the literature and practices in general ELT. The first chapter is the introduction of the study. It covers the aim and scope to be achieved in the study, and explains the sources of data to be used for the study. Terminology of some phrases and abbreviations for convenient use are also given. Chapter 2 focuses on general ELT developments. Major trends in ELT and their practices are brought into discussion. Then in the light of the literature in ELT, the teaching of writing is taken into consideration. Being an important component in ELT, the teaching of writing has to satisfy this need of learners - the need for effective communication - without overlooking correctness, accuracy and other features of good writing. However, there is no single approach that can provide a perfect answer to all the learners' problems. Chapter 3 discusses the teaching and learning situation in Vietnam in three stages from 1959 to 1986. It is made clear that the situation is not satisfactory due to the methods, techniques, materials and the quality of teachers. Then special investigation is made into the writing area. It is discovered that complex writing is avoided because of the teachers' low standard and their methods and techniques in teaching written English. Improvement courses have been held, but they did not include writing programmes for teachers. Chapter 4 analyses the main problems affecting the teaching of writing in Vietnam, such as teachers' unawareness of language appropriateness and correctness, their difficulty at discourse level and lack of cultural knowledge. Teachers' misconceptions about errors and lack of methods and techniques in dealing with errors also result in ineffective teaching. In Chapter 5 some recommendations are made for teaching writing to inservice teachers in the upgrading course. They focus on the methods and techniques to be used in such a writing course. Some techniques for composition correction are also suggested. Unfortunately, there is no single book that is ideal for such a course. A selection of current writing coursebooks is given in the hope that teachers will find material to suit the needs of their students in them. The last recommendations are for teaching academic writing which involves more sophisticated skills than writing on general topics. Finally the writer makes some comments on her own work and suggests further research into the writing area.