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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.
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Showing 81 to 85 of 85 (0.09 seconds)Spelling suggestions: "subject:"english -- study anda teaching"" "subject:"english -- study ando teaching""
| 81 |
Academic competence for technical reading in English as a foreign languageChen, Mei-Fen 01 January 2003 (has links)
This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.
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| 82 |
Contextual and learner factors in the development of English second language proficiencyMahlobo, Eric Bheakisenzo 06 1900 (has links)
The senior secondary school learners' limited English proficiency motivated the
researcher to investigate the extent to which contextual and learner factors contributed
to this problem. The ultimate aim was to recommend guidelines for dealing with the
problem.
The review of literature and empirical methods of research were used to this effect. The
literature review revealed that the learners' societal, home/family and school/classroom
contexts contributed to learners' development ofESL proficiency. It further showed that
the independent learner factors (i.e. learner factors that are not influenced by the context
from which the learner comes and/or in which SLA takes place) and dependent learner
factors (i.e. learner factors that are completely or partly subject to the influence of the
context from which the learner comes or in which SLA takes place) significantly
influenced the development ofESL proficiency.
With its focus on language learning strategies, the empirical investigation found a
significant relationship between the learners' level ofESL proficiency and use of direct
strategies (i.e. strategies that involve the mental processing of the target language, albeit
in different ways and for different purposes). The investigation found no significant
relationship between the learners' level of ESL proficiency and use of indirect strategies
(i.e. strategies that underpin the process of language learning). Several contextual and
learner factors were found to influence the relationship between the learner's strategy use
and the development ofESL proficiency.
These findings formed the basis for recommending specific guidelines for dealing with
limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)
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| 83 |
The Integration of Reading and Science to Aid Problem ReadersMinge, Genevieve J 01 January 1978 (has links)
The purpose of this paper is to explain a curriculum package which was designed for science students at Orange Park IX, ninth grade center, Clay County, Florida. The target population consists of those students who read below the sixth-grade level according to the Stanford Achievement Test (SAT) scores and who are enrolled in a general science class. These students are also enrolled in a Reading Skills class and some are in the SLD and ED programs as well. Although there will be interaction with the reading, SLD, and ED teachers, the classes will not be team taught. Therefore, the science curriculum is intended to be contained within the fifty-minute sessions allowed for science classes.
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| 84 |
The use of English as a global language in multinational settings and the implications for business educationBriguglio, Carmela Unknown Date (has links)
[Truncated abstract] This study explored the use of English as a global language in multinational settings, particularly in regard to business contexts. The study was undertaken from an applied linguistics perspective with an education focus. An ethnographic approach, combining both qualitative and quantitative data-gathering techniques, was employed. An analysis of the language practices in two multinational companies, one in Malaysia and the other in Hong Kong, served to explore the global role of English. Such observation helped to identify the English and intercultural communication skills that business graduates will require to operate successfully in multinational contexts. Among the skills that were found to be important were the use of English for email communication; greater tolerance for and accommodation of the different accents and varieties of English; the ability to write informal reports in English; development of both oral and written communication skills in English to high levels; and the ability to work collaboratively with people from different national, cultural and linguistic backgrounds . . . More carefully considered teaching and learning approaches, which fully utilise the rich cultural diversity already existing in Australian universities, can assist the development of business graduates who will be more culturally sensitive and able to operate in international/ intercultural contexts. There is scope for further research on similar themes with other multinational companies in the same or different locations; there is also much scope for further work in the area of internationalisation of curriculum, which aims particularly to develop graduates’ intercultural communication skills to enable them to operate confidently in global and multinational settings.
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| 85 |
Contextual and learner factors in the development of English second language proficiencyMahlobo, Eric Bheakisenzo 06 1900 (has links)
The senior secondary school learners' limited English proficiency motivated the
researcher to investigate the extent to which contextual and learner factors contributed
to this problem. The ultimate aim was to recommend guidelines for dealing with the
problem.
The review of literature and empirical methods of research were used to this effect. The
literature review revealed that the learners' societal, home/family and school/classroom
contexts contributed to learners' development ofESL proficiency. It further showed that
the independent learner factors (i.e. learner factors that are not influenced by the context
from which the learner comes and/or in which SLA takes place) and dependent learner
factors (i.e. learner factors that are completely or partly subject to the influence of the
context from which the learner comes or in which SLA takes place) significantly
influenced the development ofESL proficiency.
With its focus on language learning strategies, the empirical investigation found a
significant relationship between the learners' level ofESL proficiency and use of direct
strategies (i.e. strategies that involve the mental processing of the target language, albeit
in different ways and for different purposes). The investigation found no significant
relationship between the learners' level of ESL proficiency and use of indirect strategies
(i.e. strategies that underpin the process of language learning). Several contextual and
learner factors were found to influence the relationship between the learner's strategy use
and the development ofESL proficiency.
These findings formed the basis for recommending specific guidelines for dealing with
limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)
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