While most of the current concepts about language may serve as the underlying principles of language study in all English classes, there appears to be a need in the high school curriculum for opportunity to study in concentrated manner the background and the development of the English language, as a subject of intrinsic interest and lifelong appreciation. A logical place for this type of study, offered on an elective basis, would be in one semester of the twelfth grade. Because of the scope and the depth of the study it would be considered an accelerated course. In the following chapters an attempt will be made to write a guide for such a curriculum.

Kalbėjimo įgūdžių įvertinimas kalbos mokytojams visada buvo sunki užduotis. Kalbėjimo įgūdžių mokymas užima labai svarbią vietą šiuolaikiniame ugdyme. Šio darbo aktualumą lėmė tai, kad kalbėjimo užduotys, naudojamos mokytojų, mažai išanalizuotos. Tyrimo tikslas- pristatyti sistemą, padedančią vystyti anglų kalbos kalbėjimo įgūdžius pamokose. Darbe yra pateikiami kalbėjimo užduočių pavyzdžiai. Tyrimo rezultatai parodė, kad mokiniams patinka kalbėjimo užduotys, jie nebijo kalbėti, daryti klaidas ir būti pataisomi ar paprašyti mokytojo pagalbos. Be to tyrimas parodė, kad mokytojai nėra visiškai patenkinti kalbėjimo užduotimis, kurias siūlo vadovėlių autoriai. Kad rezultatai būtų pasiekti ir paįvairinti kalbėjimo užduotims, anglų kalbos mokytojai turi patys sugalvoti įvairių užduočių, naudodami namuose pasigamintą medžiagą bei savo sukurtas užduotis. / Evaluation of language learning has been a difficult task for language teachers. Teaching communication takes a significant place in nowadays education. The relevance of this thesis took into account that there has been little research done in communicative activities used by EFL teachers at schools. Therefore, the aim of this study is to present the system empowering students’ speaking skills and communication in EFL classes. Communicative activities which could be used by EFL teachers are presented in this research. The results of this study showed that students like speaking activities, they are not afraid of speaking, being corrected or asking for help. However the survey showed that teachers are not fully satisfied with speaking activities offered by the authors of the course book. In order to achieve better results and to add variety to the speaking activities EFL teachers think of various speaking tasks themselves, they use the home made material and real-world tasks.

国立情報学研究所で電子化したコンテンツを使用している。

Canada welcomes and supports refugees from all over the world. However, they encounter many struggles that force them to with withdraw from their English language classes. This Narrative Inquiry explores the lived experiences of two adult refugee students who could not continue with their English classes due to the hardships they encountered. Through research conversations I document their experiences in two narrative accounts, and read across them to find common threads. These common struggles include financial strains, employment, childcare, isolation and mental health. The findings point to the importance of further supporting refugee students in different ways. My recommendations are that ESL teachers develop lessons that include settlement, support services, and Canadian culture information. English language programs need to incorporate support services with professionals trained in ESL, and the different levels of government need to be part of the discussion on how to provide stronger supports through childcare, employment and information accessibility. / February 2016

This study analyzes the congruence between the objectives of secondary-level English methods courses in Texas universities and the objectives of the state-mandated high school curriculum (the essential elements) in language arts. A questionnaire was used to obtain information from 26 English methods instructors at 22 universities in Texas. The data obtained from these questionnaires reveal that these instructors strongly emphasize preparing prospective English teachers to teach the essential elements of composition. Other significant findings include: (1) the lack of emphasis in the English methods course on strategies for teaching the essential elements of language, when those elements are unrelated to composition, and (2) the lack of uniformity which characterizes the organization of the English methods course at major Texas universities.

The developmental appropriateness of the English language arts essential elements for kindergarten children in the State of Texas was evaluated by surveying the opinions of thirty-six kindergarten teachers in one school district. A questionnaire was developed using the essential elements so that respondents could record a yes or no opinion and supply additional comments on each essential element. Ninety-seven percent of the teachers responded. The results indicated rates of agreement for developmental appropriateness by the teachers surveyed to be 100% for language, 95% for listening, 94% for speaking and reading and 81% for writing.

Made available in DSpace on 2016-04-28T18:23:35Z (GMT). No. of bitstreams: 1 Renata Pomes Salles da Silva Bachert Torres.pdf: 3581958 bytes, checksum: 1f0d513072efe82d699b5bd510970d27 (MD5) Previous issue date: 2007-10-08 / Associação Brasileira de Educação e Cultura / This study aims at analyzing the possibility of a teacher acting as an agent that provides opportunities for discussing about values during English classes. More specifically, this study aims at analyzing the action of a teacher as a mediator agent in the construction of spaces for discussing about values during the classes. The theoretical framework adopted for this work concerns: the concept of ethics (Chauí,1994; Gentili, 2001; Pastor, 1996) , the concept of citizenship (Gentili, 2001; Sacristán, 2001; Pinsky, 2004 e 2005; Dallari, 1998; Béal, 2001; Machado, 1997), the transversal themes (Yus, 1996 e Machado, 1997) and the role of the teacher in the major teaching and learning theories (Williams Burden, 1997; Milhollan & Forisha, 1978; Freire, 1970; Vygotsky, 1998). This research takes place is an English institute owned by a traditional catholic school in the south of the city of São Paulo. The students that have participated in this research belong to the middle and upper social classes. In order to collect the data a questionnaire and the video recording of the classes (Rizzini, Castro & Sartor, 1996) have been used . As for the methodology the action-research methodology has been adopted (Kincheloe, 1993; Thiollent, 2005). For analyzing and interpreting the data, two categories of analysis have been followed: a) analysis of the concept of thematic proposed by Bronckart (2003), from which emerged the linguistic realizations of the students present in their answers to the questionnaire b) analysis of the turns of speaking proposed by Kerbrat-Orecchioni (2006) to perceive if the teacher provided opportunities for discussing values during the classes. The first category of analysis has been used to answer the first research question: what s the representation of the students towards discussing values during the English classes? And the second category of analysis has been adopted to answer the second research question: how can a teacher provide opportunities for discussing values during English classes? Results indicate that (1) the English classes are considered by the students just as a space for learning in which the construction of values are not taken into account. (2) the teacher focused on the accomplishment of the curriculum relegating the discussion about values / Este estudo tem por objetivo analisar a possibilidade de uma professora atuar como uma agente propiciadora de espaços de discussão de valores durante as aulas de língua inglesa. Mais especificamente, visa analisar a ação da professora como agente mediador na construção de espaços para a discussão de valores durante as aulas. Os pressupostos teóricos que embasam esse trabalho são: o conceito de ética (Chauí, 1994; Gentili, 2001; Pastor, 1996; entre outros); o conceito de cidadania (Gentili, 2001; Sacristán, 2001; Pinsky, 2004 e 2005; Dallari, 1998; Béal, 2001; Machado, 1997; entre outros); os temas transversais (Yus, 1996 e Machado, 1997) e o papel do professor e do aluno nas principais teorias de ensino-aprendizagem (Williams Burden, 1997; Milhollan & Forisha, 1978; Freire, 1970; Vygotsky, 1998; entre outros). O contexto desse trabalho é um instituto de idiomas pertencente a uma escola tradicional católica, situada na zona sul da grande São Paulo. Os alunos participantes desta pesquisa pertencem à classe média alta. A metodologia utilizada foi a pesquisa-ação crítica (Kincheloe, 1993; Thiollent, 2005) e para coletar os dados foram utilizados dois instrumentos de coleta: o primeiro foi um questionário respondido pelos alunos participantes desta pesquisa e o segundo foi a gravação em vídeo das aulas. (Rizzini, Castro & Sartor, (1996). Para análise e interpretação dos dados foram utilizadas duas categorias: a) os conteúdos temáticos de Bronckart (2003), que emergiram das realizações lingüísticas dos alunos ao responderem o questionário; b) os turnos de Kerbrat-Orecchini (2006) para analisar se a professora propiciou espaços para discutir valores durante as aulas. A primeira categoria de análise foi utilizada para responder a primeira pergunta de pesquisa: quais são as representações que os alunos têm acerca da formação de valores na aula de língua inglesa? e a segunda categoria de análise foi utilizada para responder a segunda pergunta de pesquisa: como uma professora propicia espaço para construção de valores na aula de inglês? Os resultados obtidos mostram que (1) os alunos consideram as aulas de inglês apenas como lócus de aprendizado de língua e que não priorizam a questão da construção de valores e (2) a professora se concentrou no cumprimento do currículo da disciplina, deixando de se aprofundar na questão dos valores

[pt] O objetivo deste estudo é buscar entendimentos acerca do que acontece no rico ambiente de sala de aula, mais especificamente, da sala de aula de inglês de uma escola municipal do Rio de Janeiro na qual trabalho. Nesta busca, tive como intenção trabalhar para entender o objetivo de alunos irem à escola e às aulas de inglês na referida escola municipal. O presente trabalho se insere nas áreas da Linguística Aplicada Contemporânea (RAJAGOPALAN, 2006), e da Prática Exploratória (ALLWRIGHT, 1991-2006), sendo assim, a arquitetura teórica ilustra a importância da pesquisa com base na prática docente cotidiana, na qual uma aula por mim ministrada proporcionou a oportunidade de gerar dados e a possibilidade de produzir a presente pesquisa. Os dados analisados são as respostas dos alunos obtidas a partir de duas Atividades Reflexivas de Potencial Exploratório (ARPE), nas quais foi questionado o propósito dos alunos irem à escola e às aulas de inglês e a partir da entrevista semi-estruturada desenvolvida com o grupo focal. Nesse cenário, além do Sistema de Avaliatividade (MARTIN e WHITE, 2005), que desempenha papel de destaque no processo de análise dos dados, tive a oportunidade de desenvolver, com a reunião de grupo focal (ANGROSINO, 2009), uma tarefa na qual pude revisitar dados gerados dois anos atrás, o que possibilitou a mim e aos alunos refletir acerca das emoções e crenças vividas naquele ano. Os entendimentos situados mostram o afeto na relação entre alunos e entre alunos e a professora, assim como avaliações de afeto, julgamento e apreciação que permearam o meu discurso como professora-moderadora e o dos alunos durante a reunião de grupo focal. / [en] This study aims at understanding what happens in the enriched classroom environment, specifically in an English classroom of a public school in Rio de Janeiro in which I teach. In this search, my intention was to work for understanding the objective of students going to school and to English classes in the mentioned school. The present research was developed within the areas of Contemporary Applied Linguistics (RAJAGOPALAN, 2006) and Exploratory Practice (ALLWRIGHT, 1991-2006) and illustrates the importance of daily classroom practices for the development of practitioner research conducted collaboratively by me and my students. Within this framework, the Appraisal System (MARTIN and WHITE, 2005) also plays an important role in the process of analyzing the data generated during the focus group (ANGROSINO, 2009), discussion. On this occasion I managed to revisit data which had been previously generated, thus enabling the process of reflection about emotions and beliefs lived two years ago. The analyzed data are the students responses to two Potentially Exploitable Reflexive Activities in which I asked them, in a semi-structured interview with the focus group, the purpose of going to school and attending English classes. The discourse shows a high degree of affect in the relationship between students and between students and the teacher, as well as evaluations of affect, judgment and appreciation that permeate my discourse as a teacher-moderator and the students’ discourse during the focus group meeting.

The diploma thesis Classroom Instructions in Teaching English aims at presenting basic principles of giving instructions during English lessons and their practical use. The thesis is divided into a theoretical and a practical part. The latter is further separated into a list of textbook instructions and a list of instructions used in classes. The theoretical part describes an important relation of instructions and the classroom situation as well as the dependence on the immediate response from the students. The ensuing part deals with applying the theoretical principles in practice. The author gathered instructions used in the third edition of New Headway series textbooks and instructions used by teachers in English lessons at various types of schools (the age of the observed students ranged from 7 to 18 years old) not only to illustrate usage of the theoretical principles in practice but also to show the differences between textbook and classroom instructions and to present a sample of instructions that are used at several schools in the Czech Republic. Powered by TCPDF (www.tcpdf.org)