Abstract not available.

Abstract not available.

Thesis (M.A.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 143-157).

Thesis (M.A.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 143-157). Also available in print.

No description available.

<p> Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. </p><p> <i>Keywords:</i> CALL, computer-assisted language learning, user requirements, user satisfaction, pedagogy, andragogy, software selection, instructional technology, language lab, language resource center, IALLT, language learning technology, information technology.</p>

Although there is a considerable body of research into various aspects of the teaching and learning of English as a foreign language, there appear to be few studies into the teaching of modern foreign languages (ML) to adolescents in the context of a secondary school setting. This thesis reports the findings of research aimed at identifying the strategies that ML teachers, considered examples of good practice, used to engage secondary school learners in interaction in the target language (TL) with the objective of developing their communicative competence. Four teachers’ lessons with their pupils aged 14-15, in their third year of learning a foreign language at secondary school, were observed and audio-recorded. Three of each of the teachers’ observed lessons were subjected to fine grained analysis with the aim of delineating their TL moves which appeared to influence pupils so that they used the TL themselves readily to communicate meaning ‘naturally’ as well as to practise structures in more controlled exercises. The teachers and a sample of their pupils were subsequently interviewed to provide confirmation or disconfirmation of initial patterns arising from examination of the observational data set. Although the data were analysed predominantly qualitatively, quantitative methods were also employed to provide a clear picture of the teachers’ TL use and the way it was deployed to assist learners in developing effective communicative skills. Goffman’s (1981) production and Wadensjö’s (1998) reception formats, not normally associated with the classroom, were considered appropriate to describe the participation frameworks within which the development of the learners’ communicative proficiency was supported. The findings display ways in which the TL used by the teachers helped to create a secure collaborative atmosphere where pupils were disposed to respond in the TL. The teachers’ use of different ‘types’ of TL, depending on the focus in the lesson, was viewed as supporting learners in preparation for communicating their own meaning in exchanges in ‘real world’ interaction outside the classroom. A particularly successful scaffolding strategy employed by the teachers was the provision of TL cues offered to the learners before they responded to initiations which enabled them to express their meaning in the TL. Revoicing of learners’ incomplete TL utterances also appeared successful in supporting learners to use their limited language resource effectively. Through its close analysis of classroom talk, this thesis offers an important contribution to the understanding of the complex nature of interaction in the ML classroom and the role that teachers’ use of TL plays in assisting adolescent learners to develop TL communication skills in interaction. Beginning teachers, as well as those more experienced practitioners, should benefit from the strategies identified, which appear to highlight the importance of establishing a collaborative classroom ethos which supports the learners, allowing them to contribute in the TL successfully.

<p> This research consists of three case studies conducted within American Jewish day schools (JDSs). Addressing some of the issues pointed to by past researchers, this investigation focuses on the following discrete areas of Hebrew language (HL) programs: the stated visions for Hebrew language learning as noted in the mission statements and other documents of the schools and as articulated by teachers and administrators, the methodologies employed by Hebrew and Jewish Studies educators within these institutions, and the assessment practices employed by these schools and educators to determine whether the expressed goals of these programs are being met. By exploring the missions, methods, and assessment processes within these Hebrew language programs, and contrasting these aspects of the schools, we come to a better understanding of the inner workings of these programs and the issues that may be addressed in practice and future research. The following questions guided this mixed-methods study: (1) Within each JDS, what are the goals, according to the mission statement, teachers and administrators, for receptive and productive oral proficiency and literacy in HL? (2) Within each JDS, what are the instructional methodologies employed by teachers in HL and Jewish Studies? (3) Within each JDS, what formal and informal assessments, including teacher perceptions, are currently used for student placement, ongoing and recursive assessment, and outcome assessment? Findings indicate that each of these schools has articulated its missions and program goals to incorporate the development of some kind of Hebrew proficiency and Jewish identity among students. However, confusion was identified within each institution regarding planning methodological approaches and employing systematic and meaningful evaluations of student progress, both of which are found to be interwoven with the desired development of Hebrew language, Jewish identity and a Zionist orientation. In order to successfully achieve their goals and missions, clearer articulation, more consistent and research-based methodological choices, along with consistent and meaningful assessments are required.</p>

The growing diversity of school populations around the world means that for many students the language of instruction in mainstream classrooms is not their first language. Content-based second language learning in a context such as a science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, science students who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream science teachers have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often teachers aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The students themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of science including negotiating its specialised language. / The study had two main purposes. The first goal was to describe the current situation with respect to nine ESL learners of science and their teachers in selected learning environments in Australia. The secondary purpose was to bring about improvement in the students' situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL student. It was conducted in three phases. Phase one involved investigating the current situations in the three focal areas. Phase two involved reflection, planning and development of the broad interventions and specific strategies which were used to assist teaching and learning. In phase three the strategies were implemented and their effectiveness was analysed using a multidimensional interpretive framework. Changes in communicative competence, interactional and participative competencies and academic competence were observed. The interventions which were intended to promote communicative competence for the language focus, involved integration of language and literacy instruction with science education. To improve participation and interaction in the teaching and learning environment, individual assistance was provided. In order to promote academic competence for the students, content, process and/or product modifications were made to science courses. / Data for the qualitative case studies was collected using classroom observation, teacher and student interviews, checklists of strategies and language errors, and portfolios of student work. Observations of the science classes in phase one revealed that, even for the students with very limited English language proficiency there was little ESL specialist support available. Mainstream subjects like science provided opportunities for language development, with biology lessons consistently including more activities which involved a combination of speaking, listening, reading and writing than did chemistry or physics classes. However, there was no coordinated approach to integrating language education with science education. The development of cognitive1 academic language took longer than 10 years for some of the students in the study. The non-technical language used in science lessons affected the students' understanding much more than the teachers were aware. Teachers' attitudes and beliefs strongly influenced the interaction and participation of ESL students in science classrooms. Developing language skills prevented ESL students asking and answering questions in class and academic progress in science was impeded by limited opportunities for ESL students to clarify their understanding. Achievement in science was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. / After the introduction of the interventions, improvements in communicative competence occurred for all students with the greatest progression occurring in the students with less developed language skills. Interaction and participation improved markedly in the science classrooms where teachers provided individual assistance to students. Academic competence increased in all cases. The most promising approaches included: addressing the specific language needs in a particular unit of work; the development of customized materials; the provision of weekly tutorials; and the revision of assignment drafts.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.