Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

This dissertation presents, describes and discusses an interdisciplinary study which investigated the design and development of a language learning instructional solution to address the problem of inadequate aural skills acquisition for college ESP (English for Special Purposes) students. Specifically, it focused on the use of mobile technology to expand learning beyond the classroom. The eighteen-month process of data collection and analysis resulted in a conceptual model and design principles for a Mobile-Enabled Language Learning (MELL) solution. Mobile-Enabled Language Learning Eco-System was thus designed, developed and trialled in the real-life learning context. Through the iterative process of the design, development and evaluation of the MELL system and its components, design principles were also generated. These design recommendations were refined and reformulated in a cyclical fashion with the help of more than 100 students and ten experts. The resulting MELLES design framework encompasses guidelines addressing the essential characteristics of the desired MELL intervention as well as procedures recommended to operationalize those features. The study also resulted in a better understanding of the broader context of ESP learning using mobile devices and the role of elements of environment, ultimately contributing to real-life praxis of the Ecological Constructivist framework and the complementary approach of Design-Based Research (DBR) methodology. / 2012-06

The present study examines possible effects of extramural English (EE) on oral proficiency (OP) and vocabulary (VOC). The study is based on data collected from Swedish learners of ESL in grade 9 (aged 15-16; N=80; 36 boys, 44 girls) over a period of one year. EE was defined as linguistic activities that learners engage in outside the classroom in their spare time. EE was measured with the help of a questionnaire and two language diaries, each covering one week. In the diaries, the learners recorded how much time they had spent on seven given EE activities (reading books, reading newspapers/magazines, watch­ing TV, watching films, surfing the Internet, playing video games, listening to music). There was also an open category. Speech data were collected with the help of five interactional speaking tests; learners were in random dyads on each occasion. Each student performance was assessed by three raters with the help of a profile scheme, resulting in an overall grade. Based on these grades from the tests, a mean grade for OP (the OP grade) was calculated for each student. OP was defined as the learner’s ability to speak and use the target language in actual communication with an interlocutor. Learners’ VOC was measured with an index variable based on the scores on two written vocabulary tests. For a selection of ten learners, additional analyses were made of oral fluency and the use of advanced vocabulary in speech. A mixed methods research design was used, but the lion’s share of data was analyzed using inferential statistics. Results showed that the total amount of time spent on EE correlated positively and significantly (p < .01) both with learners’ level of OP and size of VOC, but that the correlation between EE and VOC was stronger and more straightforward than the one between EE and OP. The conclusion drawn was that although EE impacts both OP and VOC, the causal relationship is more salient in the case of VOC. Results also showed that some activities were more important than others for OP and VOC respectively; i.e., the type of EE activity mattered. EE activities that required learners to be more productive and rely on their language skills (video games, the Internet, reading) had a greater impact on OP and VOC than activities where learners could remain fairly passive (music, TV, films). An important gender difference was identified. Boys spent significantly more time on productive EE activities than girls; therefore, EE had a greater impact on OP and VOC for boys than for girls. Four background variables were also studied. The conclusion was that EE is an independent variable and a possible path to progress in English for any learner, regard­less of his or her socioeconomic background.

This dissertation examines effects of globalization on language, identity, and education through the case of four Korean jogi yuhak (early study abroad) students attending Toronto high schools. Resulting from a 2.4-year sociolinguistic ethnography on the language learning experiences of these students, the thesis explores how globalization--and the commodification of language and corporatization of education in the new economy, in particular--has transformed ideas of language, bilingualism, and language learning with respect to the transnational circulation of linguistic and symbolic resources in today‘s world. This thesis incorporates insights from critical social theories, linguistic anthropology, globalization studies, and sociolinguistics, and aims to propose a "globalization sensitive" Second Language Acquisition (SLA) theory. To better grasp the ways in which language learning is socially and politically embedded in new conditions generated by globalization, this new SLA theory conceives of language as a set of resources and bilingualism as a social construct, and examines language learning as an economic activity, shaped through encounters with the transnational language education industry. The analysis examines new transnational subjectivities of yuhaksaeng (visa students), which index hybrid identities that are simultaneously global and Korean. In their construction of themselves as "Cools" who are wealthy and cosmopolitan, yuhaksaeng deployed newly-valued varieties of Korean language and culture as resources in the globalized new economy. This practice, however, resulted in limits to their acquisition of forms of English capital valued in the Canadian market. As a Korean middle class strategy for acquiring valuable forms of English capital, jogi yuhak is caught in tension: while the ideology of language as a skill and capital to help an individual‘s social mobility drives the jogi yuhak movement, the essentialist ideology of "authentic" English makes it impossible for Koreans to work it to their advantage. The thesis argues that in multilingual societies, ethnic/racial/linguistic minorities‘ limited access to the acquisition of linguistic competence is produced by existing inequality, rather than their limited linguistic proficiency contributing to their marginal position. To counter naturalized social inequality seemingly linguistic in nature, language education in globalization should move away from essentialism toward process- and practice-oriented approaches to language, community, and identity.

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study. / Linguistics and Modern Languages / M.A. (Applied Linguistics)

Teaching ESL continues to pose a big challenge in most schools in Zambia. This is due to the paucity of teaching resources. While the number of schools has increased, there has not been a corresponding increase in funding due to economic reasons. This study arose from the desire to find alternative resources to teach English as a second language effectively within the communicative language teaching (CLT) framework. A review of available literature has shown that literature can help students to acquire the four language skills: reading, writing, listening and speaking. / English Studies / M. A.

Writing coherent essays is evidence of a university student's discourse competence and is important in terms of academic success. An analytical taxonomy of coherence breaks {both topic-related and cohesion-related), based on Wikborg (1985; 1990), was used to determine the frequency of coherence breaks in essays written by first-year English Second Language (ESL) students. A subset of these essays was selected for assessment of their holistic coherence (HCR) by raters. The major finding of the statistical tests is that there is a significant relationship between the frequency of coherence breaks, particularly topic-related coherence breaks, and holistic coherence. Furthermore, the relationship between the coherence of essays and marks awarded them was established. Tutor intervention was also found to have had a positive impact when draft and final versions were compared: in general, there was a decrease in the frequency of coherence breaks, and a greater perception of coherence in the final versions. / Linguistics and Modern Languages / M.A. (Linguistics)

Wave propagation is a phenomenon resulting from high transient loadings where the duration of the load is in µ seconds range. In aerospace and space craft industries it is important to gain knowledge about the high frequency characteristics as it aids in structural health monitoring, wave transmission/attenuation for vibration and noise level reduction. The wave propagation problem can be approached by the conventional Finite Element Method(FEM); but at higher frequencies, the wavelengths being small, the size of the finite element is reduced to capture the response behavior accurately and thus increasing the number of equations to be solved, leading to high computational costs. On the other hand such problems are handled in the frequency domain using Fourier transforms and one such method is the Spectral Finite Element Method(SFEM). This method is introduced first by Doyle ,for isotropic case and later popularized in developing specific purpose elements for structural diagnostics for inhomogeneous materials, by Gopalakrishnan. The general approach in this method is that the partial differential wave equations are reduced to a set of ordinary differential equations(ODEs) by transforming these equations to another space(transformed domain, say Fourier domain). The reduced ODEs are usually solved exactly, the solution of which gives the dynamic shape functions. The interpolating functions used here are exact solution of the governing differential equations and hence, the exact elemental dynamic stiffness matrix is derived. Thus, in the absence of any discontinuities, one element is sufficient to model 1-D waveguide of any length. This elemental stiffness matrix can be assembled to obtain the global matrix as in FEM, but in the transformed space. Thus after obtaining the solution, the original domain responses are obtained using the inverse transform. Both the above mentioned manuscripts present the Fourier transform based spectral finite element (FSFE), which has the inherent aliasing problem that is persistent in the application of the Fourier series/Fourier transforms. This is alleviated by using an additional throw-off element and/or introducing slight damping in to the system. More recently wave let transform based spectral finite element(WSFE) has been formulated which alleviated the aliasing problem; but has a limitation in obtaining the frequency characteristics, like the group speeds are accurate only up-to certain fraction of the Nyquist(central frequency). Currently in this thesis Laplace transform based spectral finite elements(LSFE) are developed for sandwich members. The advantages and limitations of the use of different transforms in the spectral finite element framework is presented in detail in Chapter-1. Sandwich structures are used in the space craft industry due to higher stiffness to weight ratio. Many issues considered in the design and analysis of sandwich structures are discussed in the well known books(by Zenkert, Beitzer). Typically the main load bearing structures are modeled as beam sand plates. Plate structures with kh<1 is analysed based on the Kirch off plate theory/Classical Plate Theory(CPT) and when the bending wavelength is small compared to the plate thickness, the effect of shear deformation and rotary inertia needs to be included where, k is the wave number and h is the thickness of the plate. Many works regarding the wave propagation in sandwich structures has been published in the past literature for wave propagation in infinite sandwich structure and giving the complete description of dispersion relation with no restriction on frequency and wavelength. More recently exact analytical solution or simply supported sandwich plate has been derived. Also it is seen by comparison of dispersion curves obtained with exact (3D formulation of theory of elasticity) and simplified theories (2D formulation as generalization of Timoshenko theory) made on infinite domain and concluded that the simplified theory can be reliably used to assess the waveguide properties of sandwich plate in the frequency range of interest. In order to approach the problems with finite domain and their implementation in the use of general purpose code; finite degrees of freedom is enforced. The concept of displacement based theories provides the flexibility in assuming different kinematic deformations to approach these problems. Many of the displacement based theories incorporate the Equivalent Single Layer(ESL) approach and these can capture the global behavior with relative ease. Chapter-2 presents the Laplace spectral finite element for thick beams based on the First order Shear Deformation Theory (FSDT). Here the effect of different choices of the real part of the Laplace variable is demonstrated. It is shown that the real part of the Laplace variable acts as a numerical damping factor. The spectrum and dispersion relations are obtained and the use of these relations are demonstrated by an example. Here, for sandwich members based on FSDT, an appropriate choice of the correction factor ,which arises due to the inconsistency between the kinematic hypothesis and the desired accuracy is presented. Finally the response obtained by the use of the element is validated with experimental results. For high shock loading cases, the core flexibility induces local effects which are very predominant and this can lead to debonding of face sheets. The ESL theories mentioned above cannot capture these effects due to the computation of equivalent through the thickness section properties. Thus, higher order theories such as the layer-wise theories are required to capture the local behaviour. One such theory for sandwich panels is the Higher order Sandwich Plate theory (HSaPT). Here, the in-plane stress in the core has been neglected; but gives a good approximation for sandwich construction with soft cores. Including the axial inertial terms of the core will not yield constant shear stress distribution through the height of the core and hence more recently the Extended Higher order Sandwich Plate theory (EHSaPT) is proposed. The LSFE based on this theory has been formulated and is presented in Chapter-4. Detailed 3D orthotropic properties of typical sandwich construction is considered and the core compressibility effect of local behavior due to high shock loading is clearly brought out. As detailed local behavior is sought the degrees of freedom per element is high and the specific need for such theory as compared with the ESL theories is discussed. Chapter-4 presents the spectral finite element for plates based on FSDT. Here, multi-transform method is used to solve the partial differential equations of the plate. The effect of shear deformation is brought out in the spectrum and dispersion relations plots. Response results obtained by the formulated element is compared and validated with many different experimental results. Generally structures are built-up by connecting many different sub-structures. These connecting members, called joints play a very important role in the wave transmission/attenuation. Usually these joints are modeled as rigid joints; but in reality these are flexible and exhibits non-linear characteristics and offer high damping to the energy flow in the connected structures. Chapter-5 presents the attenuation and transmission of wave energy using the power flow approach for rigid joints for different configurations. Later, flexible spectral joint model is developed and the transmission/attenuation across the flexible joints is studied. The thesis ends with conclusion and highlighting futures cope based on the developments reported in this thesis.

The purpose of this project was to find out what varieties of English that Swedish upper secondary school students are exposed to in the classroom and to what extent they are exposed to different varieties. This was conducted by looking at preparation exercises for the listening part of the Swedish National Tests. These exercises are created by Göteborgs Universitet and are available online for everyone and show how the real national test will be done. By listening and analyzing every speaker’s variety they were sorted into British, American, Mid-Atlantic, Australian or New Zealand varieties. A total of 91 speakers were analyzed and the results showed that Students are exposed to mostly British English with half of the speakers using a British variety. One fourth of the speakers used American English while the rest were divided into Mid-Atlantic, Australian or New Zealand varieties.