In the past years foreign languages have been taught in Spain as a device to translate and interpret literature. Now the emphasis is put especially on language, and literature is only appreciated as a device to improve the language skills and not in itself. However, the author considers that literature should play an important role in second language teachings as a literary experience too, and has devised a curriculum of English Literature for Spanish-speaking students in the last grade of high school.The project includes an investigation of the purposes for such a curriculum, the criteria to be used in selecting the literature for the curriculum and a selection and presentation of literary texts.

This thesis has analysed the sound substitutions Carioca students of English make when speaking it. It was the researcher’s purpose to find out what type of mispronunciations occurred and to separate the errors caused by the orthographic representation of sounds from the ones coming from differences between the sound systems of American-English and Brazillian-Portuguese languages.By means of an error analysis the researcher has found out that the main cause of Cariocas’ sound substitutions were due to interference coming from the differences between the sound systems of the students’ native tongue and target language and the way sounds are distributed (71%) as compared to 30% of interference coming from orthographic representations. It was also interesting to note that the interference of orthography decreased in the free speech performance.

This thesis is a comparative study of Ewe and English based on the Grammatical categories of Determiners and Aspects. First, it deals with determiners with reference to sub-categories such as articles, demonstratives, pronouns and quantifiers. Second, it explores. the domain of aspects with particular attention to the differences between tense and aspect. The thesis also studies the grammatical categories of present, past and future with emphasis. on perfective and imperfective meanings. In this work, there is a general attempt to see how related the two languages are on structural and semantic levels.At the end of each part, the thesis specifies the contrasts between the two languages, makes an account of possible interfering areas, and analyses how they can help the instructor in teaching English to native Ewe students.

This creative project is composed of a series of ten lessons that should be suitable for use in English-Bible classes and/or seminary classes for non-native speakers of English. The main emphasis is on learning English for communication, but the lessons are also structured to utilize learning English as a tool to stimulate spiritual growth. The material is sequenced according to grammatical structures and Biblical chronology. The major grammatical patterns include present tense, continuous present tense, imperative, past tense, future tense, present perfect tense, continuous present perfect, past perfect, and continuous past perfect tense verb forms. The Biblical material has been selected to give a chronological view of the Old Testament period and to trace the plan of salvation from Adam and Eve's fateful choice in the Garden of Eden through the Old Testament.

This thesis analyses article errors made in written English by Japanese students of English as a foreign language. The study attempts to determine whether the use of articles is a fossilizable item for the Japanese learner of English, and, if so, what types of article errors trouble the learner most. The hypotheses set up are: 1) there is no significant correlation between frequency of article errors in a student's writing and the student's level of English proficiency; 2) of the types of errors under study, the omission error is prevalent; and 3) the first language interference is the main cause of the omission error.By means of careful error analysis, the investigator substantiates the hypotheses showing that the group which was in the higher grade in school was not always the one which made fewer errors, that in all the groups but one, the percentage of omission errors was conspicuously high, and that the subjects made fewer errors when the specific use in English had a lexical counterpart in Japanese.

This paper attempts to provide a description of the LP process for the English language in Kuwait as it is related to planning activities in education and other areas. It will outline some of the policies for English language instruction and the development of curricula in several areas. The English language needs as they pertain to both educational and broader societal goals are discussed. A description of the language planning bodies, their interactions, and their priorities with regard to the development of policies for English is presented in order to gain insight into the LP process for the English language i_n Kuwait and to contribute to the growing body of international research in LP. It is hoped that the information in this study will be the foundation for further significant research in LP for English in Kuwait and elsewhere.

The English language has acquired such great importance in the world that we cannot go on teaching it to our students at the Ecole Secondaire des Techniques Administratives in Burundi on the basis of the actual and inadequate English program. This project examines how inadequate the actual English course is, and makes proposals for an adapted curriculum using most recent methods of teaching and of curriculum development. The proposed change puts a special accent on the language and on the technical vocabulary as a means of communication on the job.

Using a combination of Error Gravity and Composition Evaluation research methods, the author examined unguided responses to three non-native speaker compositions by 16 college composition and 10 TEFL teachers. A total of 13 to 15 content or form items per paper were rated, but for each paper, no more than five were selected by 50% or more of the teachers. The lack of agreement among the respondents concerning the items rated for seriousness throws doubt on the feasibility of producing meaningful rank orders of weaknesses using authentic written discourse as the sample. The findings show that the respondents rated content weaknesses as more serious than form weaknesses, but there was evidence that attention to form can obscure content problems for some teachers.

The purpose of this study was to make an original contribution to the literature concerning the question: How can the study of the English language best be taught to secondary school students in the United States? It is the result of an intensive six-year study of position papers on the definition, role and function of English in the high school, of curriculum theories and theoretical curricula, of teacher preparation studies and current trends in the teaching of English in the secondary schools, and, most of all, of the development of the English language and culture, particularly in America. It is also an attempt at an integrated answer to the often diverse problems of the teacher of secondary school English, and of his students, in approaching the study of the English language. The answer proposed is a comprehensive year's study of American English at the senior high level, perhaps on the order of an American Studies course, with emphasis placed on the historical development of American English as the foundation and generative force for the study.Chapter one examines some important preliminary considerations toward constructing new curricula based on American English, and includes a definition of the subject itself, the so-called "New English", the components of language study, the preparation of teachers in this subarea, the range of the student population, some broad objectives of the new curriculum, and the need for such an approach; in short, a brief history of recent trends in the field of historical English language study in the secondary schools.Although there exist no near-comparable formats for the study of American English, chapter two treats related proposals, most of them growing out of the Project English Curriculum Development Centers. The thrust of the great majority of sample curricula is toward the study of generative-transformational grammar, with only superficial treatment given to language history.Chapter three provides further justification, conceptually and pedagogically, for a curriculum in the history and development of American English. More importantly, this section offers specific suggestions on the construction of such a curriculum. Attention is given to the four major aspects of curriculum development: objectives, conceptual content, activities and materials. The four are integrated through an approach using special behavioral objectives.A brief resource history in the development of American English from its earliest beginnings is presented in chapter four as an important adjunct to the construction of a workable curriculum. The history is not meant to be comprehensive; rather, it is an attempt to give the teacher who proposes to construct or fulfill a curriculum an overview of the trends, processes and changes in the development of English in America. The relatively heavy documentation and the lengthy bibliography are meant to serve as a list of resources for information in depth or for specialized knowledge.Taken together, the four chapters represent the first serious attempt to integrate the many facets of language history and behavior within a comprehensive study of American English at the secondary school level.

This study examined the effectiveness of the context and the direct vocabulary strategies in the acquisition of vocabulary by secondary students. Forty-eight low-ability tenth grade and eleventh grade students were divided into either the direct or context treatment group. One hundred sixty words were presented over a period of sixteen weeks using either the direct or the context vocabulary strategy. A pretest and a post test of fifty randomly selected words from the one hundred sixty words taught were administered to determine any gains in vocabulary acquisition by the students in the two treatment groups. A multivariate analysis of covariance indicated that there was no significant difference in the two different vocabulary strategies of context and direct in the acquisition of vocabulary by low-ability secondary students. / Department of Elementary Education