published_or_final_version / Language Studies / Doctoral / Doctor of Philosophy

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The promotion of a successful programme of second language learning requires that the best possible choice of method be made. Reason and argument should support choice of method. A technique of method evaluation is necessary to supply reason and argument and to assist in the promotion of a successful programme. The development and illustration of a technique of method evaluation is the purpose of this study. Three steps are outlined in the proposed technique: (1) A survey of the judgments of authorities in the fields of language teaching and linguistics is made to determine those characteristics stressed as necessary to a good method. The common characteristics of the judgments of the authorities become the yardstick for evaluating a method. (2) A structure of method analysis which will reveal the nature of the method is outlined. (3) The final step is examination of the analysis of the method to determine to what extent the common characteristics of a good method are present. The worth and validity of the survey of the judgments of authorities are dependent upon two factors: (1) the extent of the judgments reviewed; and (2) the recency of the judgments reviewed. The need to substitute fact for opinion, and to substitute objectivity for subjectivity in choice of method has prompted the study. The procedure recommended is able to supply reason and argument for choice of method. Method evaluation is a means to ensure choice of a good method, and therefore is a means to an improved language programme. / Education, Faculty of / Graduate

The present study was undertaken to examine under controlled conditions the opinions of certain educators regarding methods of marking compositions and their effects upon improving pupils' composition. Three grading schemes were considered: the Overall Impression method by which one mark is awarded; the Content/ Form method by which two separate marks are awarded, one for content and the other for mechanics; and the Single Point Per Theme method by which several grading factors are used individually on different occasions as a basis for grading. The problem stated was: Which, if any, of the three grading methods used in the experiment under similar learning conditions, is most effective in assisting pupils to improve their writing? Six teachers and two hundred and thirteen grade six pupils from three elementary schools representing a cross-section of the school population, participated in the study. These groups were taught the same written composition lessons under standardized conditions for a ten week period during the fall term. Teachers graded the groups' weekly composition assignments by one of the three methods under observation. These methods had been previously outlined to the pupils, who were supplied with mimeographed marking guide sheets. The gains in composition skill achieved as a result of the experiment were obtained by measuring the difference between initial and final scores on a standardized language test and initial and final scores on samples of pupils' compositions written under standardized conditions and graded by a team of three English teachers. The Null Hypothesis was assumed and no differences in the degree of composition improvement were anticipated. Classes were divided into three roughly equivalent groups and each teacher marked the three class groups by the experimental methods. (In this and in other matters teachers were guided by a Teacher's Manual.) From these eighteen sub-groups, three groups totalling 156 subjects, matched on a group intelligence test and a standardized language test, were obtained. The study was conducted from late September to the middle of December during the year 1954. A final standardized language test identical to that given eleven weeks before and similar samples of written work such as were obtained earlier provided the final scores and concluded the experiment. Conclusions 1. The subjects participating in the study achieved highly significant gains in their level of composition writing. In a two and one-half month period, the gain in the Standardized Language Test scores, according to grade norms supplied for the test, was 1.2 grades. A corresponding significant Increase in the quality of sample written compositions was also observed. 2. The importance of the method of grading, perhaps, is overestimated. If the pupil receive a mark for written assignments and understands its basis, it would appear that this may be one important factor in composition improvement. The suggested salutory psychological effects of one method, the simplicity of another, or the realistic basis of still another marking scheme does not seem to affect the pupils' interpretation of their grade. It may be that the three methods have approximately equal effects upon improving pupils1 written work. 3. On the basis of results obtained in this study there would seem to be no evidence to support claims of the superiority of any one of the three marking methods under observation. / Education, Faculty of / Graduate

This research investigates the categorization of English speech sounds by young non-native children. The fundamental thesis is that non-native children, like native children (Read 1970), can organize their perceptions of the phonetic features of English in a way which is consistent and is systematic, (that is, based on categorical judgments, phonetic perceptions or a knowledge of the phonological rules of English). The research of other investigators was examined for insights. The evidence presented consists of spellings invented by thirteen non-native children five to nine years old, who composed stories and messages by choosing alphabetic correlates for the sounds they perceive. The results of this experiment were analyzed to determine the sources of error, the children's knowledge and perceptions of English speech sounds and the degree of similarity to Read's (1970) results. The significance of the research for the teaching of literacy was discussed together with an account of the development of the spellings. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

"As the writer is going to teach English to the Thai students who do not speak a word of English, it is essential for her to be intimately acquainted with the development of reading vocabulary in order to teach Thai students to read English effectively in various fields of interests. The purpose of this paper is to review some of the professional literature concerning developing reading vocabulary in order to identify methods which can be used with Thai students"--Introduction. / "May, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references (leaves 38-39).

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This thesis has traced the pattern of English instruction in Swaziland from the time when schools were few and teachers poorly trained to the present. Advances made since then have been noted. One marked feature is active student involvement in the English language learning experience in classroom settings where the student communicates something meaningful and important to him. Swaziland calls this English Through Activity, abbreviated ETA.Improvement of English instruction in Swaziland is a continuing process. The thesis indicates that this improvement is happening in a favorably fast way because the people of the country themselves are taking part in controlling the content of education in their schools. This is observed through the activities of the English Panel and the content of the new Teacher Training English Syllabus. Formerly, there was very limited participation in educational matters by the Swati people directly concerned.

This study was an attempt to investigate types of French language interference in 113 English compositions written by the Francophone secondary school students of Ntem Division, Cameroon. Analyses and explications were afforded in an attempt to verify the Igpothesis that French, the second language of the subjects, interfered with their efforts to produce correct linguistic structures in English. The analyses revealed French interference at all the levels of language design, especially in the area of linguistic specifics where there is no one-to-one correspondence between French and English structures. Results of the statistical count showed that French language interference accounted for 51 percent of all the errors analyzed in the present study. Suggestions of a general nature were also provided for remedial pedagogy.

The purpose of the study was to develop a program for training teachers of English as a foreign language at all levels of instruction in Thailand. The study was designed to determine levels of performance in English as well as courses of high value for a Thai EFL teacher. So that an effective program for training Thai EFT, teachers could be established, literature pertaining to qualifications of teachers of English to speakers of other languages was reviewed, and questionnaires relevant to the purpose of the study were prepared.The Form A questionnaire was utilized to determine present: qualifications of Thai EFL teachers and existing impediments to better instruction of English in Thailand. The Form B question was used to obtain judgments regarding the courses to be of high value for a Thai EFL teacher as well as general suggestions, concerning an effective program for training teachers of English in Thailand. The Form A questionnaire was mailed to EFL teachers In Thailand and the Form B questionnaire was mailed to recognized specialists in the United States in the field of teaching English to speakers of other languages.The return of more than 75 percent of each of the questionnaires was analyzed according to the purpose of the study. The following findings were based upon the analysis of the questionnaire data.1. A majority of Thai EFL college and university teachers have completed courses recommended by ESOL specialists; however, very few of these teachers have high competence in English language skills.2. A majority of Thai EFL teachers indicated high need for intensive training in the four language skills and methods of teaching and preparing materials for teaching English as a foreign language.3. The impediments to better English instruction in higher education of Thailand were: overcrowded classrooms, poor knowledge of English by students, variations in students' knowledge of English, and poor motivation on the part of students.4. Courses recommended to be of high value for a Thai EFL teacher at all levels of instruction were: introduction to linguistics, English phonology and morphology, methods of teaching English as a foreign language, psychology of learning, Thai lin- guistics, and contrastive analysis of Thai and English.Based upon the review of related literature and the analysis of questionnaire data, ideal qualifications for an EFL Teacher were determined. Additionally, basic qualifications for a Thai ELL teacher and guidelines for the training program for Thai EFL teachers were established.Ideal qualifications for an EFL teacher and basic qualifications for a Thai EFL teacher were determined in these areas: 1. Characteristics of an EFL teacher2. Attitude toward, knowledge and skill of English for an EFL teacher3. Knowledge of Thai4. Knowledge and skill in general education5. Knowledge and skill in teaching and preparing materials for teaching English as a foreign language6. Cultural awareness.Guidelines for the training program for EFL teachers to obtain basic qualifications include the following areas: (l) objectives of the program; (2) selection and retention of students; (3) administration of the program; (4) course offerings; (5) major changes; (6) curriculum; and (7) evaluation of the program.