College composition students and graduate assistant teachers were tested for their perceptions of coherence, focus, organization, and overall quality of essays written in the Japanese Ki-Sho-Ten-Ketsu rhetorical pattern of organization as opposed to the English Five Part Essay style of organization where the experimental essays were otherwise identical. These perceptions were measured on a 4-point Lykert scale. The composition students were also tested for their total recall of the essays. The data were analyzed by ANOVA, and no significant effect for treatment was observed. The results of this study suggest that for the Japanese Ki-Sho-Ten-Ketsu/English Five Part Essay pair the negative effects of native language rhetorical pattern on readers of the second language may be less important than the theory of contrastive rhetoric would suggest. Consequently, alternative forms of possible cultural interference such as cultural background knowledge (content) and the role played by writing in a culture warrant greater scrutiny.

This paper presents an analysis of the errors in the use of prepositions made in written English by Brazilian students.The errors shown here are the basis for explaining the difficulties Brazilian-Portuguese speakers have in selecting the correct prepositions according to the context. This analysis will account for the causes of errors such as interference, false analogies, carelessness, or insufficient knowledge of the English grammar.The data used for this study was collected in three Brazilian schools: a state high school and a private College in Barbacena, Minas Gerais, and a BI-National Center in Rio de Janeiro (Insituto Cultural Brasil-Estados Unidos).A total of 48 compositions were analyzed. Three topics were selected to provide the students a chance to use a great number of prepositions& "A Day in My Life", "People of Rio", and "My Last Trip".The errors encountered were classified according to the possible cause for errors. This classification shows the basic reasons for difficulties in using prepositions in English by Brazilian-Portuguese speakers, which was the first concern of this paper.The final results of this analysis show that interference of the mother tongue, either under the form of pure interference, the form of translation, or the use of other grammatical facts constitutes the greatest factor responsible for errors. The conclusion shows that the high percentage of 59.5 percent of errors is due to pure interference, 18.1 per cent is due to translation, 4.9 per cent to the use of the possessive form 's, and 9.9 per cent to the use of the article. On the whole, 92.4 per cent of the errors are due to some form of interference.Besides these numbers, the final conclusions also show that prepositions cannot be analyzed as isolated units, for the errors were-greatly influenced by other aspects of the target language such as the use of two-word verbs, expressions used with certain prepositions, grammatical facts, and vocabulary influences.

The aim of this study is to investigate the motivational orientations affecting ESL learers in learing English and to identify learners' learning strategies when dealing with CALL instruction at Universiti Teknologi Malaysia. Specifically, the study seeks to investigate: Cl) Motivational orientations when learning English in a conventional classroom, (2) Motivational orientations when learning English in a CALL classroom, and (3) Learners' strategies when learing English using computers. The data for the study were collected using two research tools: questionnaires and interviews. Two types of analyses, that is a Crosstabs and a Chi- Square tests were applied to the data. This thesis is divided into six chapters. Chapter One presents the research context of the study. It also describes the significance of the study by addressing major questions concerning students' motivation when learning English at UTM. Chapter Two reviews the literatue on motivational orientations and learning strategies to put the study in the broader research context. Chapter Three describes the sampling, research instruments and data collection procedures employed in the present study. Chapter Four analyses and presents the findings in relation to students' motivational orientations when learning English in a conventional classroom and in a CALL classroom. Chapter Five describes the findings in respect of students' learning strategies specifically when dealing with CALL tasks. Chapter Six presents a summary of the major research findings and ilustrates how the findings of the investigation relate to previous research findings. The chapter also indicates the implications of the findings for pedagogy, discusses the study limitations, and finally offers suggestions for future research. The research results provide evidence that students put effort into learning English, showed a positive attitude, a strong desire, low anxiety, and high expectations when learning English using computers. The results also show that students used a wide range of strategies when working with computers, that is, metacognitive, affective, cognitive and social strategies. Based on the results of the study, the recommendation is made that if CALL is to be integrated in the English language curriculum at UTM, students' motivational orientations and learing strategies should be considered for effective teaching and learning.

No description available.

The purpose of this investigation is to determine the factors that are associated with freshman students who make superior marks in freshman college English and with students who make failing marks in freshman college English.

This study was designed to determine the differences in achievement, critical thinking, and attitude toward English composition of community college students which may be attributed to two approaches to the teaching of first-semester freshman English composition. An ancillary purpose of the study was to provide factual information which could be used as a basis for administrative and instructional judgments in determining the expansion or discontinuance of an experimental English program.

The problem of this study was an investigation of the effects of oral preparation on certain quantitative aspects of composition in a fifth-grade classroom.

Call number: LD2668 .T4 1951 P4 / Master of Science

Submitted in part fulfillment of the requirements for the degree Master of Education in Educational Psychology At the University of the Witwatersrand, Johannesburg February 2015 / All learners in the current South African setting, according to the Curriculum Assessment Policy Statement (CAPS) document and government legislation, have to learn a second language. Whilst taking this into consideration, this study aimed to look at the relationship between second language achievement and language learning strategies in English first and second language learners. The sample consisted of 128 English first and second language learners in Grade 6 and 7 from a Primary Government School in Johannesburg, Gauteng. The learners completed the Strategy Inventory for Language Learning (SILL) which provided information on the language learning strategies they use most readily. The data collected from the SILL was then analysed in relation to the learners’ marks in the second language they were studying to ascertain the relationship that the strategy use may have with second language achievement. It was discovered that there were significant relationships between metacognitive, memory and affective strategy use and second language achievement. Alongside this, certain learning strategies were found to be correlated with each other and due to this relationship, may also impact on second language achievement. Given the role that language has played in South African society and the impact it has had on the schooling system, understanding what may impact on language learning may serve to enhance this setting. / MT2016

Learning to write is a complex process that students struggle with, particularly those studying through the medium of English as a second language. This research, report is an exploration of how the sub-skills of writing are dealt with from differing theoretical perspectives. Research in the teaching of writing has been increasingly student-centred and focuses attention on writing as a recursive process in which planning, structuring, reading, revising and editing take place throughout the whole task. In line with this . tendency, the research report aims to evolve an approach to the teaching of writing which synthesises the strengths of current paradigms for the teaching of writing. The synthesis approach is applied to an analysis of TELIP (Teachers' English Language Improvement Programme) writing materials in an attempt to determine its effectiveness as an analytic tool.