published_or_final_version / Education / Master / Master of Education

Meedy Nugraha. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 112-117). / Abstracts in English and Chinese. / ABSTRACT --- p.i / CHINESE ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Rationale of the Present Study --- p.1 / Chapter 1.2 --- The Importance of Needs Analysis --- p.3 / Chapter 1.3 --- Objectives of the Study --- p.3 / Chapter 1.4 --- Significance of the Study --- p.4 / Chapter 1.5 --- Organization of the Thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Needs Analysis in English Language Teaching --- p.5 / Chapter 2.1.1 --- Subjective versus Objective Information --- p.6 / Chapter 2.1.2 --- Major Approaches in Needs Analysis --- p.7 / Chapter 2.1.3 --- Orientations in Needs Analysis : Trends Over Time --- p.8 / Chapter 2.1.4 --- Limitations of Needs Analysis --- p.9 / Chapter 2.2 --- Needs Analyses in the Asian Context --- p.10 / Chapter 2.3 --- Needs Analysis in Indonesia --- p.15 / Chapter 2.4 --- A Needs Analysis at Petra Christian University (1998) --- p.21 / Chapter 2.5 --- Research Gap --- p.23 / Chapter CHAPTER 3 --- RESEARCH DESIGN AND PROCEDURES --- p.25 / Chapter 3.1 --- Data Collection Procedures in Needs Analysis --- p.25 / Chapter 3.2 --- The Importance of Instrument Selection in Needs Analysis --- p.28 / Chapter 3.3 --- The Case Study Approach --- p.30 / Chapter 3.4 --- Characteristics of Procedures in Needs Analysis --- p.30 / Chapter 3.5 --- Strength and Weaknesses of Different Procedures --- p.31 / Chapter 3.6 --- The Present Study: Research Design and Procedures --- p.31 / Chapter 3.6.1 --- Designing the Questionnaire and Interviews --- p.33 / Chapter 3.6.2 --- Data Collection Procedures --- p.36 / Chapter 3.7 --- Conclusion --- p.43 / Chapter CHAPTER 4 --- FINDINGS --- p.44 / Chapter 4.1 --- Quantitative Data: Questionnaire Survey --- p.44 / Chapter 4.1.1 --- Students' Perspectives --- p.44 / Chapter 4.1.2 --- English Instructors' Perspectives --- p.51 / Chapter 4.1.3 --- Engineering Lecturers' Perspectives --- p.53 / Chapter 4.2 --- Qualitative Data: Semi Structured Interview --- p.57 / Chapter 4.2.1 --- Students' Perspectives --- p.57 / Chapter 4.2 2 --- English Instructors' Perspectives --- p.60 / Chapter 4.2.3 --- Engineering Lecturers' Perspectives --- p.65 / Chapter 4.3 --- Classroom Observation --- p.70 / Chapter 4.4 --- Text Analysis --- p.71 / Chapter 4.5 --- Conclusion --- p.73 / Chapter CHAPTER 5 --- DISCUSSION --- p.74 / Chapter 5.1 --- The Current English Needs of Engineering Students at PCU / Chapter 5.1.1 --- Immediate versus Delayed Needs --- p.74 / Chapter 5.1.2. --- Different Perceptions between Students and Teachers --- p.76 / Chapter 5.1.3 --- Types of Skill Needs --- p.80 / Chapter 5.1.3.1 --- Students' Reading Skill Needs --- p.80 / Chapter 5.1.3.2 --- Students' Vocabulary Skill Needs --- p.83 / Chapter 5.1.3.3 --- Students' Speaking Skill Needs --- p.86 / Chapter 5.1.3.4 --- Students' Writing Skill Needs --- p.87 / Chapter 5.1.4 --- The Needs of Subject Area Knowledge --- p.88 / Chapter 5.2 --- The English Language Course for Engineering Students --- p.90 / Chapter 5.2.1 --- Widespread Existence --- p.90 / Chapter 5.2.2 --- Large Classes --- p.90 / Chapter 5.2.3 --- Time Allocation --- p.91 / Chapter 5.2.4 --- Management --- p.91 / Chapter 5.2.5 --- Teacher Factors --- p.92 / Chapter 5.2.6 --- Learner Factors --- p.93 / Chapter 5.2.7 --- Material Development --- p.93 / Chapter 5.2.8 --- Teaching Methodology --- p.96 / Chapter 5.2.9 --- CUE Lacks Prestige --- p.96 / Chapter 5.2.10 --- Syllabus Specification --- p.97 / Chapter 5.3 --- The Engineering Faculty and the English Course Mismatches- --- p.97 / Chapter 5.4 --- Conclusion --- p.100 / Chapter CHAPTER 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.102 / Chapter 6.1 --- Summary of the Research Findings --- p.102 / Chapter 6.2 --- Limitations of the Study --- p.104 / Chapter 6.3 --- Recommendations for English Curriculum --- p.105 / Chapter 6.3.1 --- To the English Instructors and Engineering Teachers --- p.106 / Chapter 6.3.2 --- Objectives of the English Support Course for Engineering Students --- p.107 / Chapter 6.3.3 --- Material Development --- p.109 / Chapter 6.3.4 --- Time Allocation --- p.110 / Chapter 6.3.5 --- Management of the English Course --- p.110 / Chapter 6.3.6 --- To the University --- p.111 / Chapter 6.4 --- Conclusion --- p.111 / REFERENCES --- p.112

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.

The purpose of this paper is to explain a curriculum package which was designed for science students at Orange Park IX, ninth grade center, Clay County, Florida. The target population consists of those students who read below the sixth-grade level according to the Stanford Achievement Test (SAT) scores and who are enrolled in a general science class. These students are also enrolled in a Reading Skills class and some are in the SLD and ED programs as well. Although there will be interaction with the reading, SLD, and ED teachers, the classes will not be team taught. Therefore, the science curriculum is intended to be contained within the fifty-minute sessions allowed for science classes.

Includes bibliographical references (leaves 185-194) / Underpinned by the premise that any text can be studied as a translation provided it is identified as such, this study theoretically uses Descriptive Translation Studies (DTS) to investigate English-Swahili healthcare texts. The aim of the study was to: identify, describe and analyse linguistic and cultural aspects in the texts; identify, describe, and analyse translation strategies used in the texts; and describe and analyse the use of illustrations in the texts. The study made use of Kruger and Wallmach’s (1997) analytical framework. The Tertium Comparationis of the study was descriptive terms, cohesive devices, translation strategies, division of texts, illustrations, text titles, and taboo words. On the linguistic aspects, the study’s main findings were: that the English texts use more descriptive terms than the Swahili texts; Swahili texts have a higher frequency use of references because it contains a number of derivational and inflectional morphemes; substitution is sparingly used whereas ellipsis is almost non-existent in Swahili texts in spite of its presence in the source texts; additive and causal conjunctions were the most prevalent in the texts; and inasmuch as there were no significant differences in the use of lexical cohesion in the ST and TT, Swahili texts were found to be more cohesive due to the slightly higher number of lexical items. Regarding the cultural aspects, it was found that translators use euphemism in the translation of words considered taboo and this informed the conclusion that there reigns the euphemism norm in Swahili texts. It equally emerged that strategies used to overcome non-lexicalisation include: use of pure loan words, use of pure loan words preceded by explanation, use of indigenised loan words, use of omission and translation by a more general word. On the other hand, translators used strategies of substitution, use of general words, paraphrasing and cultural substitution to translate words considered taboo. In addition, the study found that illustrations are used in more less the same way both in the ST and TT save for some slight modifications that are done in order to align them with the target culture expectations. Furthermore, the study theoretically effectuated four norms: explicitation norm, explicitness norm, euphemism norm, and illustration norm / Linguistics and Modern Languages / D. Litt.et Phil. (Linguistics)