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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
711

EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region

Boulter, Carmen Henriette January 2007 (has links)
Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
712

The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand

Fung, Yong Mei January 2006 (has links)
This classroom-based study provides insights into the nature of collaborative writing in a Malaysian tertiary ESL setting. It tracked the collaborative writing processes of three case study groups over one semester and elicited students' reflections on their collaborative experience. The study focussed on three case study groups formed by nine undergraduates who were enrolled in an academic writing course in a large public university in Malaysia. The individuals volunteered to be involved in the study and they self-selected their group members. Multiple research instruments were used for data collection. The primary data was comprised of audio and video-recordings of the case studies' collaborative writing sessions over three writing tasks. Interviews, journal entries, and a questionnaire supplemented the primary data. The use of various techniques ensured that data collection was sufficiently covered in breadth and in depth. Results showed that the collaborative writing process was a complex phenomenon. The nature of collaboration is influenced by group composition, role flexibility, and task complexity. The findings reveal that familiarity with group members is crucial for group cohesion; it provided a safe and comfortable working environment. Flexibility in role-taking also helped the groups to carry out their collaboration effectively. Leader, contributor, and gate-keeper roles were interchangeable across groups and across tasks except for the scribe role. It was found that as tasks increased in complexity, conflict also intensified. During negotiations and resolutions of conflicts, the students had considered cultural issues, such as sensitivity to face and group harmony. Other affective factors such as cooperation, willingness to share, team spirit, and tolerance aided the collaboration while apathy and domineering behaviour were detrimental. These multiple factors, which differed from one case study to another, shaped the distinctiveness of each group. Nonetheless, findings from the students' transcripts and personal reflections revealed that group collaboration changed and became more positive over time. This study provides a revised definition of collaborative writing. The three case study groups shared some common features, such as mutual interactions, sharing of expertise, conflict, and use of colloquial sentence particles. However, there were other features which were peculiar to each group, namely, self-questioning talk, use of local language, creative use of language, and humour. These features not only mediated the writing processes, but also expanded the students' knowledge construction and language acquisition. Based on the analyses, a number of implications have been drawn regarding the use of collaborative writing in the classroom. The study culminates with several recommendations for future research.
713

Language errors in the use of English by two different dialect groups of Afrikaans first language-speakers employed by Nedbank : an analysis and possible remedy

Coetzee, Wena 12 1900 (has links)
Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure that the language used in all communication is aligned with international best practice and, furthermore, that the correct business terminology is applied. Standards of language proficiency and usage have, however, deteriorated over the past few years. This appears to be due mainly to lack of good language education at school level. In Nedbank, specifically, the language used by employees in written external communication is not always on par as is evident from the documentation that Nedbank Editorial and Language Services (Nels), the “language custodian” of the bank, has to edit and translate. Nels decided six years ago that, instead of rewriting all these documents, which is not timeor cost-efficient, to rather give business-writing training across the bank to enable Nedbank employees to increase their general writing proficiency of English. This study aims to establish whether there are discrepancies in the type of error made in English as used by Coloured Afrikaans mother tongue speakers and White Afrikaans mother tongue speakers in order to determine how to customise the business-writing training materials to the benefit of each cultural grouping in Nedbank. / AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat die taal wat in alle kommunikasie gebruik word in ooreenstemming is met internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie, soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en koste-effektief is nie. Sodoende kan werknemers hulle algemene skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar moontlike verskille is in die soort foute wat in Engels deur gekleurde Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke kulturele groepering in Nedbank.
714

The role of narrative input in the New Headway ESL course books

Boshoff, Dorothea 30 November 2007 (has links)
Literature, while perceived as beneficial, is not widely used in the ESL arena. This study set out to investigate proven benefits of using literature in ESL through a review of the current research, at the same time establishing a link between literature and narrative based on `story grammar' which biological determinism claims the human brain is hardwired to use as a language learning tool. Hypothesizing that there would be no correlation between theory regarding the presence and application of literature in ESL as presented in the current research and the practice as found in the prominent ESL course, New Headway, the study set out to identify narrative input in New Headway's Elementary, Intermediate and Advanced Levels and analyzing the way in which narrative is used to teach language skills and communicative competence. Contrary to expectations a surprisingly high level of narrative was found and the narrative was exploited in full accordance with suggestions made in the current research. The findings indicate that the incorporation of narrative in New Headway is a pedagogically informed decision by the authors to exploit the benefits of literature while at the same time catering to a very heterogeneous audience of international ESL learners. Key terms: literature, narrative, story, biological determinism, ESL course books, New Headway / English Studies / M.Ed.
715

The effects of an intensive reading programme on the academic performance of post-matric English Second Language students in Science

Phillips, Susan 31 December 2004 (has links)
Reading is considered to be a vital skill for academic success, yet it is seldom taught to or practised with students. Students begin to `read to learn' during primary and secondary schooling. However, at tertiary level the academic demands are much greater than before and involve more extensive reading of conceptually more complex texts. This study investigates the implementation of an intensive reading programme for post-matric English Second Language Science students, based on the assumption that reading improves reading. In addition, this study investigates the effect that reading ability has on academic performance in Science, which relies inter alia, on the ability to read, comprehend and interpret word problems. An intervention group and a control group were used to ascertain the effects of an intensive reading programme and the findings suggest that any reading (intensive or extensive) improves reading and language skills. This in turn impacts on academic performance in Science, if students have an ability in Science to begin with. / Linguistics and Modern Languages / MA - SP APPLIED LINGUISTICS
716

Listening comprehension in academic lectures : a focus on the role of discourse markers

Smit, Talita Christine 30 June 2006 (has links)
Increasing involvement with students at the University of Namibia has indicated their overall difficulty with comprehending and recalling information from oral content lectures. It has also been observed that in general very little attention is given to the development of listening skills in L2 ESP and EAP courses. For this study, I conducted a quasi-experiment to determine whether the recognition and interpretation of discourse markers will enhance students' listening comprehension in academic lectures. Students were tested to determine their comprehension of content information in a video-taped lecture. Qualitative data were collected by means of a questionnaire. After an intervention period of eight weeks, where the experimental group received strategy training in the recognition and interpretation of discourse markers in spoken texts, both groups were again tested. Their results were statistically compared. I also looked at related findings of other researchers. Finally, aspects for possible future research will also be considered. / English Studies / MA - (Specialisation in TESOL)
717

Effects of promoting reading comprehension skills among first-year university students

Willemse, Laetitia 11 1900 (has links)
Many L2 students in Namibia are not adequately prepared for the academic demands of university courses, mainly because of poor reading skills in the L2. University students reading below their maturational levels, can mainly be attributed to their print-impoverished backgrounds, as reading is a skill that develops mainly through reading. Without any assistance, poor readers at university will continue to read poorly and as a result perform weaker in their academic courses compared to their peers who are better readers. The overall aim of this study is to explore the effects of a reading intervention program on a group of university students in Namibia. A quasiexperimental method with a control and an intervention group was employed. The effect of reading ability on academic performance was also investigated. In addition, through a combination of quantitative and qualitative methods, the pre-literacy experiences of students, the differences between good and poor readers at university, their views about the reading intervention program as well as the attitudes and practices of university lecturers towards reading instruction at tertiary level were examined. / Linguistics and Modern Languages / M.A. (with specialisation in Applied Linguistics)
718

English second language learner's interpretation and appreciation of literacy texts :a South African case study of multiliteracy/multimodality

Schoeman, Kristoff 26 April 2013 (has links)
This dissertation seo out to investigate if use of visually symbolic representations in addition to the more traditional written methods of the key elements 9theme, setting, characterisation) of a short story would support South African ESL learners to grow in their interpretation and appreciation and appreciation of English literary texts. The assertion was that using a multimodal (verbal-visual) transmediated interpretation of the key elements (theme, setting, characterisation)of a short story might afford ESL learners a "deeper reading" (inferential comprehension and appreciation) of a literary text, and that the learners could also be supported to grow in their interpretation and appreciation of English literature. The research findings of the literary analysis project revealed that ESL learners with a "satisfactory" English proficiency can be supported by using transmediation to engage them in rich interpretations of literary genres to realise their interpretations linguistically in written academic eesays. / English Studies / M. A.
719

Hur kan uttal läras ut i klassrummet? : En litteraturstudie om uttalsinlärning hos elever i årskurs F-3

Flodberg, Veronica January 2017 (has links)
Det sägs att barn har lätt att lära språk då de tycks uppskatta att lära sig nya ord och är nyfikna på språk. Jämfört med många andra länder påbörjas språkinlärningen i Sverige relativt sent. I den här litteraturstudien undersöks viktiga förutsättningar för inlärning vid en tidig språkstart samt hur elever i årskurserna F-3 lär sig uttal i engelska som andraspråk. Som grund för analysen av studiernas resultat används Critical Period Hypothesis (CPH), Krashens teorier om andraspråksinlärning samt Piagets teorier om barns utveckling. Fem studier har analyserats. Resultatet av litteraturstudien påvisar nyttan av tidig språk- och uttalsinlärning men att det är i hög grad beroende av lärarnas kompetens. Vidare visar resultatet att uttalsinlärning gynnas mest av metoder som innehåller direkt respons på elevernas uttal men även att passiva inlärningsmetoder (t.ex. lyssna på sång) gynnar inlärning av uttal som ligger nära modersmålet. När det gäller barns språk- och uttalsinlärning är det viktigt att ha rätt kompetensen hos lärarna och att flera metoder (direkt och indirekta) kan gynna inlärningen.
720

Global English and Listening Materials : A Textbook Analysis

Eggert, Björn January 2009 (has links)
This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers,  does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.

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