James Moffett (1929-1996) is an American educator, theorist, author, and consultant whose work focused on the reform of English education, in particular writing instruction. The researcher of this dissertation contends that despite his tremendous influence on the field of English education, Moffett has not been properly given credit for his contributions. This has arisen as a result of the bifurcated path that his career took wherein he developed an interest not only in the reform of English education, but also in the reform of the educational system itself. This biography traces Moffett’s contributions to the field of English education and considers how the story of his life impacted his professional work. This researcher looks back across James Moffett’s story—in his publications, professional writings, and personal life—to consider him as an integrated person and to wonder if a central driving force of his professional work can be defined. This biography uses Hamilton’s concept of polychromatic portraiture to draw together knowledge from archival documents from The James Porter Moffett Papers at the University of California, Santa Barbara, the Carnegie Corporation of New York Records at Columbia University, and archival documents hosted on ERIC, along with the published research on Moffett and his era in English education, as well as interviews from Moffett’s contemporaries, and biographical references from Moffett’s own life contained in his writing.

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)

Lee Ka Man Kathy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 115-120). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENT --- p.iv / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- Status of English in Hong Kong --- p.1 / Chapter 1.1.2 --- Falling Standard of Students' English in Hong Kong --- p.2 / Chapter 1.1.3 --- Solutions Offered --- p.4 / Chapter 1.1.3.1 --- New Requirement for English Teachers --- p.4 / Chapter 1.1.3.2 --- The NET Scheme --- p.5 / Chapter 1.1.4 --- History of the NET Scheme --- p.6 / Chapter 1.1.5 --- Background of NETs --- p.9 / Chapter 1.1.6 --- Comments of the NET Scheme --- p.9 / Chapter 1.2 --- Purpose of the Study --- p.11 / Chapter 1.3 --- Significance of the Research --- p.11 / Chapter 1.4 --- Organization of the Thesis --- p.12 / Chapter Chapter 2 --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Clarification of Selected Key Terms --- p.13 / Chapter 2.2 --- Acculturation Models --- p.14 / Chapter 2.2.1 --- Movement of Acculturation --- p.15 / Chapter 2.3 --- Past Studies --- p.18 / Chapter 2.3.1 --- Education Convergence Survey --- p.18 / Chapter 2.3.2 --- Lo's Study --- p.18 / Chapter 2.3.3 --- Chu's Study --- p.19 / Chapter 2.3.4 --- Shum's Study --- p.19 / Chapter 2.3.5 --- SPACE Research --- p.20 / Chapter 2.3.6 --- Green's Study --- p.21 / Chapter 2.3.7 --- The Study by Storey et al. --- p.21 / Chapter 2.4 --- Research Gap --- p.23 / Chapter Chapter 3 --- METHOODOLOGY --- p.25 / Chapter 3.1 --- Introduction --- p.25 / Chapter 3.2 --- Multiple-case Study --- p.25 / Chapter 3.3 --- The Value of Case Study Approach --- p.26 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Data Gathering Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.27 / Chapter 3.6 --- Pilot Study --- p.28 / Chapter 3.7 --- Instruments --- p.30 / Chapter 3.7.1 --- Questionnaire --- p.30 / Chapter 3.7.2 --- Interviews --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-observation Interview --- p.31 / Chapter 3.8 --- Subjects --- p.32 / Chapter 3.9 --- Data Analysis --- p.33 / Chapter 3.10 --- Chapter Summary --- p.32 / Chapter Chapter 4 --- FINDINGS --- p.36 / Chapter 4 --- Challenges and Strategies --- p.36 / Chapter 4.1 --- Students --- p.36 / Chapter 4.1.1 --- Large Class Size --- p.36 / Chapter 4.1.2 --- Discipline --- p.37 / Chapter 4.1.3 --- Lack of Motivation --- p.39 / Chapter 4.1.4 --- Low Level of English --- p.40 / Chapter 4.1.5 --- Special Needs --- p.43 / Chapter 4.2 --- Administration --- p.44 / Chapter 4.2.1 --- Staff Meeting --- p.44 / Chapter 4.2.2 --- Protocol and Procedures --- p.45 / Chapter 4.2.3 --- Evaluation of Teaching --- p.46 / Chapter 4.3 --- School Culture --- p.46 / Chapter 4.3.1 --- Non-teaching Duties --- p.47 / Chapter 4.3.2 --- Workload --- p.48 / Chapter 4.3.3 --- Stress --- p.51 / Chapter 4.3.4 --- Streaming Students --- p.52 / Chapter 4.3.5 --- Changing Classroom --- p.52 / Chapter 4.3.6 --- Education Philosophy --- p.53 / Chapter 4.3.7 --- Staff Room Atmosphere --- p.56 / Chapter 4.4 --- Communication --- p.56 / Chapter 4.4.1 --- Initiating Communication --- p.57 / Chapter 4.4.2 --- Abruptness --- p.58 / Chapter 4.4.3 --- Communication Between EMB and Schools --- p.59 / Chapter 4.5 --- Conclusion --- p.59 / Chapter 4.6 --- Chapter Summary --- p.59 / Chapter Chapter 5 --- Discussion and Analysis --- p.61 / Chapter 5.1 --- Review of Kim's Adaptation Model --- p.61 / Chapter 5.2 --- Stranger's background --- p.63 / Chapter 5.2.1 --- Preparedness for Change --- p.64 / Chapter 5.2.1.1 --- Contact with Previous NET --- p.65 / Chapter 5.2.1.2 --- Previous Knowledge about Hong Kong --- p.66 / Chapter 5.2.2 --- Expectations --- p.67 / Chapter 5.2.2.1 --- Roles --- p.67 / Chapter 5.2.2.2 --- Students' level of English --- p.69 / Chapter 5.2.3 --- Motivation --- p.70 / Chapter 5.2.3.1 --- Goals --- p.70 / Chapter 5.2.4 --- Identity Flexibility --- p.72 / Chapter 5.2.5 --- Working Experience --- p.73 / Chapter 5.2.5.1 --- Intercultural Teaching Experience --- p.74 / Chapter 5.2.5.2 --- Experience with Asian Students --- p.75 / Chapter 5.2.5.3 --- Homogeneous Grouping --- p.76 / Chapter 5.2.5.4 --- Experience in low-banded schools --- p.78 / Chapter 5.2.5.5 --- Teaching Philosophy --- p.79 / Chapter 5.2.6 --- Personality --- p.80 / Chapter 5.2.7 --- Demographic Aspects --- p.82 / Chapter 5.2.7.1 --- Age --- p.82 / Chapter 5.2.7.2 --- Education --- p.83 / Chapter 5.2.7.2.1 --- Language Ability --- p.83 / Chapter 5.2.7.2.2 --- Higher Education --- p.84 / Chapter 5.3 --- Host Environment --- p.85 / Chapter 5.3.1 --- Host Similarity --- p.85 / Chapter 5.3.2 --- Interaction Potential --- p.88 / Chapter 5.3.3 --- Host Attitudes --- p.89 / Chapter 5.3.4 --- Demand for Conformity --- p.91 / Chapter 5.4 --- Communication --- p.93 / Chapter 5.4.1 --- Mass Communication --- p.94 / Chapter 5.4.2 --- Interpersonal Communication --- p.95 / Chapter 5.4.2.1 --- Amount of Interpersonal Contacts --- p.96 / Chapter 5.4.2.2 --- Quality of Interpersonal Contacts --- p.98 / Chapter 5.5 --- Conclusion --- p.99 / Chapter 5.6 --- Chapter Summary --- p.103 / Chapter Chapter 6 --- Conclusion --- p.105 / Chapter 6.1 --- Introduction --- p.105 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.105 / Chapter 6.3 --- Implications --- p.109 / Chapter 6.4 --- Limitations of the Study --- p.111 / Chapter 6.4.1 --- Research Design --- p.112 / Chapter 6.4.2 --- Sample --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Bibliography --- p.115

For the domain of compensation structure, the three factors extracted from the alternative bases for paying teachers including differential pay, competencies pay and teach load pay are significant predictors of their retention tendency. / For the domain of working conditions for teachers, the results show that the classroom teaching conditions and the school support are two extracted factors that have predictive effects on the retention tendency of English subject teachers in Hong Kong. / Teachers and teacher salaries are the two major scarce resources in the provision of education. Teacher shortage problems are common and have been a concern in nearly all countries. High teacher attritions other than retirement have called public and government attention in enhancing retention of teachers as a way to solve teacher shortage problems. The shortage of teachers varies with subjects and levels. In Hong Kong, the shortage of quality English teachers has long been a social concern because of the importance for its citizen to attain high English proficiency levels to maintain the competitiveness as an international city. / The predictors in the personal variables domain are: Major in English, professionally trained and taking professional development programmes. (Abstract shortened by UMI.) / The purpose of this study is to investigate the predictors affecting the retention tendency of inservice English teachers in Hong Kong secondary schools from the labour economics perspective with a quantitative survey. Through a more thorough understanding of the predictors affecting their retention tendency, policies can be formulated with a view to enhancing the retention of English subject teachers. The survey was carried out in September, 2002. Questionnaires were sent to 111 publicly funded secondary schools in Hong Kong. A total of 490 completed questionnaires have been collected from an estimated sample size of 1332 English subject teachers in Hong Kong secondary schools. The response rate is 36.8%. / The results show that three domains of predictors: compensation structure, working conditions and personal variables affect the retention tendency of English teachers to continue teaching English. The variance explained by the whole model is 0.211. / Ko Kwok-wai. / "July 2003." / Adviser: Yue Ping Chung. / Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2391. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 294-313). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: The effects of compensation structure and working conditions on the retention tendency of English subject teachers in Hong Kong secondary schools (China) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

有鑑於近年來教育當局對於提升教師教育專業能力的重視以及陸續於一般中等學校計劃實施教師專業評鑑的努力，本研究旨在建構高中英語教師之教學專業能力指標，瞭解279位現職於22所公立高中之新北市高中英文教師對於各指標重要性看法之差異，並針對性別、學歷、學校規模、教學年資等社會背景的教師分析其看法之不同。依據文獻探討與專家效度實施之結果，共建立5大能力層面、13個向度、以及47個指標。問卷分析採用階層程序分析法(AHP)，得出各向度之權重值，排序結果如下： 1.規劃能力：教學規劃比課程規劃重要；這兩項中分別又以規劃適當教學活動及規劃教學程序為重要指標。 2.教學能力：溝通能力與英文能力尤其重要；這兩項中分別又以良好口頭溝通技巧及自我表達能力為重要指標。 3.管理能力：班級管理比資源管理重要；而班級管理中又以良好師生互動為重要指 標。 4.專業成長：掌握學習機會比進行教學研究與革新重要；而掌握學習機會中又以反思個人教學與追求專業成長為重要指標。 5.教學道德：工作態度比專業精神重要；而工作態度中又以與學校同事、學生家長、與附近社區建立良好工作關係為重要指標。 在各向度的指標中，與教學有關係者較受青睞。各背景的教師與所有教師的看法傾 向於一致，只顯示些微的差別。 依據研究結果，本研究亦針對教育當局及高中英文教師提出建議，對於未來研究方 向也提出一些看法，以期對英文教學有些許貢獻。 / Academic authorities have recently laid their prominence on upgrading teachers’ professional competence with the reform efforts of implementing evaluating professional competence on teachers in middle schools. The current study aimed to explore the indicators for evaluating senior high school English teachers’ professional competence, and at the same time, to provide English teachers access to improve and increase teaching efficiency by showing the rankings of indicators under each sub-criterion investigated from 279 English teachers with 4 social background variants in 22 public senior high schools in New Taipei City. The social background variants included gender, educational backgrounds, school size, and total teaching years. In accordance with literature review and expert validity, 5 criteria, 13 sub-criteria, and 47 indicators were established as evaluating standards. The Analytic Hierarchy Process (AHP) was employed and the results indicated that: 1. Planning competence: Teaching planning was more important than course planning. Planning appropriate teaching activities and developing teaching procedures were considered to be the most important in the two sub-criteria respectively. 2. Teaching competence: Communicative competence and English language competence were the first two priorities, but presentation of teaching materials the last. Good oral communicative skills and self-expressive ability were labeled as the most essential indicators respectively. 3. Management competence: Classroom management was rather prominent than resources management. Good teacher-student interaction was especially viewed as important in classroom management. 4. Professional development: Grasping opportunities to learn was taken more significant than conducting teaching research and teaching innovation. In grasping opportunities to learn, reflecting on one’s teaching and seeking professional development were seen as more important than others. 5. Teaching ethics: Working attitude was of higher significance than professionalism, especially establishing good working relationship with school staff, students’ parents, and surrounding communities. In conclusion, indicators which were more helpful to teaching were more favored. Despite their different social backgrounds, teachers tended to show similar opinions on the development of their professional competence. According to the results of the study, some suggestions were provided for professional development of English teachers, teacher training, gender differences of English teachers, teaching experiences, and future studies.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)

This thesis is about certain varieties of isiXhosa and their apparent influence on English and vice versa. IsiXhosa is a language mainly spoken in the Eastern and Western Cape Provinces of the Republic of South Africa. The study concentrates on certain varieties of isiXhosa that are spoken in the Eastern Cape Province. These varieties are isiBhaca, isiHlubi, isiMpondo, isiThembu and isiGcaleka. IsiGcaleka happens to be the standard variety. A map is provided to illustrate where these varieties are spoken. The study looks at the learners’ texts which are written in isiXhosa and English. The learners who wrote these texts are in Grades 8 and 9 from selected schools in the areas of Mzimkhulu, Matatiele, Mbizana, Ngcobo and Butterworth. It is worth mentioning that Mzimkhulu has since been moved from the Eastern Cape to KwaZulu/Natal. The learners’ texts are analyzed and comments are provided for each analysis. The study also looks at how educators in selected schools relate with their learners when teaching both isiXhosa and English. Observations are made from the relationship between the educators and learners when the learners are taught isiXhosa and English. The study also looks at the debate between standard and non-standard variety. Based on the discussion of both the standard variety and non-standard variety it is the view of the researcher that this notion of “standard” and “non-standard” needs to be challenged on all fronts. This is so because standardization occurs as a result of historical coincidence. The study further looks at the Language and Planning issues in the Republic of South Africa. It is important to note that language is the key to the heart of any nation and therefore whatever that is discussed about language should be sensitive to the people speaking that language.The study concludes with the fact that there is a need to train educators especially those who are going to teach African Languages. There is also a need to undertake studies on learners’ needs so that those who design the school curricula must do so knowing what is relevant to the learners in general. / African Languages / D. Litt. et Phil. (African Languages)

published_or_final_version / Education / Doctoral / Doctor of Philosophy

回溯過去的研究,教師信念對於其教學行為影響非常深遠，但是對於字彙學習策略融入教學這個議題，相關的研究仍然不多。本研究旨在探討高職英文教師對於字彙學習策略融入教學的信念還有實際的教學情形。文獻探討涵蓋字彙教學的發展、字彙學習策略的理論以及教師信念與實踐。 本研究所蒐集到的有效問卷為二百零一份，研究的對象為台灣的高職英文教師。研究方式採用量化的教師問卷佐以質性的教師訪談。共有八位教師參與本研究的訪談。訪談的內容經過整理分析，用來解釋或補充問卷統計的結果。分析問卷時，採用的統計方法有描述性統計、相關係數、單因子變異數分析。本研究的主題如下：(一) 教師信念及教學情形：分別以認知策略、社會策略、後設認知以及學習媒介等策略來探討、(二)教師信念與其實踐情形是否符合，與造成兩者之間不相符的可能原因以及(三)探討影響教師信念與實踐的各種因素。 本研究的主要發現是： 1. 教師對於字彙學習策略融入教學抱持相當正面的態度，而實踐程度是中低等以上。 2. 由於統計顯示教師信念和實踐是正相關，教師實踐和他們的信念大致符合，不過教師所面臨的一些問題如教學時數限制、學生動機、教科書的設計、資源不足等會使他們無法完全遵照其信念於教學。 3. 一些因素如教學年資、教師學歷、學生程度、英語教學時間長短、教師是否參加字彙相關研習，以及是否接觸學習策略相關的研究報告等確實會影響教師的教學信念與實踐。 本研究有助於了解高職英文教師對於字彙學習策略融入教學的信念以及他們實踐的情形，希望能夠提升老師對於策略教學的覺知。研究者對於英文教師、師資培育機構、教育部還有教師書出版社提出建議改善之道，期望能進一步提升高職的英語教學。 / Although research has shown that teacher beliefs play a decisive role in teachers’ instructional judgments and decisions, their beliefs and practices in integrating vocabulary learning strategies have not gained enough attention in the recent English educational forum. This study aimed to explore what attitudes vocational high school English teachers held toward the instruction of vocabulary learning strategies and their practices of the beliefs. Literature review ranged from vocabulary instruction, vocabulary learning strategies to teachers’ beliefs and practices. The participants of this study were vocational high school teachers in Taiwan. The data collection instruments were questionnaire and interview. The former provided mainly quantitative data and the latter qualitative data. A total of 201 valid questionnaires were analyzed and computed by means of descriptive statistics, correlation, t-test and one-way ANOVA. Eight teachers were contacted for the follow-up interviews. Their interview results were utilized to further support and explain the questionnaire data. There were three issues investigated in this study. The first one was teachers’ beliefs and practices in integrating vocabulary learning strategies into their instruction. Teachers’ beliefs and practices of cognitive strategies, social strategies, multiple sources, and metacognitive strategies were discussed. The second was the consistency and inconsistency between teachers’ beliefs and their practices and the possible problems that might cause the inconsistency. The third one was influential factors that affected teachers’ beliefs and practices. Based on the results of the study, major findings were summarized. First, teachers approved highly of the integration of vocabulary learning strategies and the frequency of their practices ranged from low to high. Second, based on the significant correlation of teachers’ beliefs and practices, the relationship was generally consistent. However, teachers were not able to teach what they believed completely. Some of the strategies revealed larger gap due to the problems from the curriculum, students’ motivation, textbook design and teachers’ preparation. Third, variables such as teachers’ teaching experience, educational background, students’ BCT test score, instructional time, teachers’ attendance of workshops and their exposure to related research were found to be significant in affecting teachers’ beliefs and practices. It is hoped that the study can contribute to more understanding of vocational high school teachers’ beliefs and practices in vocabulary learning strategies. Teachers may inspect their teaching process and raise the awareness of integrating vocabulary learning strategies into their teaching. Based on the findings of the study, the researcher further made suggestions to English teachers, teacher education institutes, the Ministry of Education and the textbook publishers. Results of this study might help enhance English teaching in vocational high schools.