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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.
1051

The effects of a goal-oriented syllabus on college-bound English as a second language (ESL) students

Kauffman, Donna Carey 19 October 2006 (has links)
The purpose of this study was to propose optimal syllabus component guidelines for college-preparatory English as a Second Language (ESL) courses. The procedural problem of this study was to analyze the effects of specificity of syllabus content on college-bound ESL student performance. The population of this study consisted of 25 students enrolled in a Low Intermediate writing class at a mid-sized university's English language institute. Thirteen students were randomly assigned to an experimental group and twelve students to a control group. The experimental group was four males and nine females with the average age of 22.8 years. Nationalities were Japanese (4), Korean (4), Bolivian (1), Moroccan (1), and Venezuelan (1). In the control group were two males and ten females with an average age of 21.81. Nationalities were Japanese (5), Korean (4), Ecuadorian (1), Jordanian (1), and Panamanian (1). Students in the experimental group were assigned a highly-specific CourseBuilding™ syllabus consisting of course goals, and performance objectives, student deliverables at the beginning of the Fall term. Students in the control group were given a non-specific Institute syllabus consisting of homework assignments and due dates. In addition to the independent variable of specificity of syllabus content, as illustrated by the CourseBuilding™ and Institute syllabi, three dependent variables were also examined. The first was student performance in ESL as measured by the Test of English as a Foreign Language (TOEFL) and class grades. The second was student and instructor perception of necessity and importance of syllabus components as measured by scores on the researcher-developed Syllabus Analysis Scale (SAS) and by structured interviews of students and instructors. The third dependent variable was student satisfaction with the course, as measured by the SAS and interviews. The study revealed the following statistically significant outcomes at the p<.05 level: that students in the experimental group felt that the course met their needs better than did the students in the control group; and that students in the experimental group reported using their syllabus less often than did the students in the control group. From non-significant findings and interview and class observation results, it was concluded that students desire a high degree of syllabus-component specificity. Data from the SAS' scale revealed that a combination CourseBuilding™/Institute syllabus best suited the needs of the students. / Ed. D.
1052

Giving Non-English Speaking Germans and Japanese a Basic Speaking Ability in English Through Using Only English in the Classroom

Parks, Hugh A. 08 1900 (has links)
The problem of this thesis is giving non-English speaking Germans and Japanese a basic speaking ability in English through using only English in the classroom.
1053

Evaluation of Materials now Available for Teaching Spanish-Speaking Children to Speak and Read English

Read, Jennie Mae 06 1900 (has links)
The purpose of this study is to discover and evaluate materials available to teachers attempting to solve the problems of teaching Spanish-speaking children to read English, and to make some suggestions as to the effective ways of selecting materials to be used in a locality where Spanish-speaking children attend the public schools.
1054

The Relationship of Specific Background Factors upon English Usage

Hamilton, Harlan E. 01 1900 (has links)
The problem of the present study is to investigate specific background areas of pupils who show average use of English, and of pupils who are recognized as having below-average use of English. The study will attempt to bring out certain tendencies, by the use of standardized tests, which the two groups investigated possess in varying degrees. The aim of the study will be to bring out and evaluate the differentiating background factors as revealed by the results obtained on the standardized tests used in the investigation.
1055

The development of a teaching english as a foreign language certificate program at the University of Central Florida

Tatum, Jennifer Eileen 01 January 1998 (has links)
No description available.
1056

School accountability and non-English speaking students' academic performance

Treffner, Cristina E. 01 April 2003 (has links)
No description available.
1057

Inclusion : a study of one Central Florida High School, is it working?

Stazko, Norine M. 01 January 1999 (has links)
No description available.
1058

A #culturally based problem-solving curriculum# : the effects on academic performance and students' attitudes in mathematics

Vila, Ana 01 January 2004 (has links)
No description available.
1059

Cohesion and coherence in Chinese ESL writing

Zhu, Hong 14 December 2006 (has links)
Cohesion and coherence are important features for effective writing. Studies in contrastive rhetoric and text linguistics suggest that cohesion and coherence may vary across languages and cultures. This study examined cohesion and coherence features of Chinese ESL writings, explored the similarities and the differences between Chinese and English, and investigated the role of language transfer and interference in Chinese ESL writings. Four Chinese graduate students each composed two expository essays in English and two in Chinese and their writing sessions were videotaped. Essays were scrutinized for cohesion and coherence features, and along with transcripts, interviews and observations, they were examined for evidence of transfers and interferences. Findings indicate that the Chinese language depends more on lexical ties and similarities of structures whereas English employs more connectors. References in Chinese often take the form of lexical repetition and sometimes zero anaphora while English uses more pronouns and deictics. In addition, more ellipses are utilized in Chinese. Coherence features show that Chinese essays are more implicit and general while English writings emphasize explicitness with thesis statements and topic sentences. Chinese writings are writer-centered, and demand more of the reader to make sense of the text. Interferences and transfers were identified. Students were unable to use a variety of connectors that English offers in their own writings and often connections were missing and sometimes misleading. They occasionally failed to mark sentence boundaries; their essays often lacked a clearly defined thesis; and topic sentences were rarely used. The discussion was general, implicit, and writer-centered. / Ed. D.
1060

An Evaluation of the Methods and the Philosophy of Teaching English in the Secondary Schools of Texas as Reported in The Texas Outlook, 1925-1940

Smoot, Kate Owens 08 1900 (has links)
This thesis is the report of an investigation to determine and to evaluate the methods and the philosophy of the teaching of English in the secondary schools of Texas.

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