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11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in TaiwanSu, Jung-Hsuan 2012 May 1900 (has links)
Motivation has been viewed as a very influential factor to successful reading for English as foreign language learners. Learners can be motivated to read English by extrinsic or intrinsic motivation, and the motivational orientations could also influence their reading achievement. However, language problems that EFL learners encounter while reading can affect their willingness to read as well as their reading achievement. The purpose of this study was to investigate Taiwanese EFL students’ English reading motivation and its relationship with perceived language problems and reading achievement.
302 11th grade students from an urban district in southern Taiwan participated in the study. Measures included an English reading comprehension test, an English reading motivation questionnaire, and a questionnaire regarding language problems in reading English. A factor analysis was used to determine the motivational orientations. Multiple regression and correlation analysis were performed to examine the relationship among reading motivation, language problems, and reading achievement.
The results showed that: 1) Taiwanese senior high school students were largely motivated to read English by extrinsic motivation, specifically the importance and instrumental utility of reading English and the drive for recognition and competition, although they could also be motivated by intrinsic motivation to read English for knowledge and social purposes. Moreover, extrinsic motivation to read for compliance was significantly associated with their English reading scores. 2) While reading English, unknown idiomatic expressions and vocabulary were frequently reported language problems that influenced students’ willingness to read. Nevertheless, lack of grammar knowledge was generally not considered a big language problem to most of the students while reading. 3) Language problems in reading English and reading motivation were correlated, and motivation to read for compliance, grammar knowledge, and overall reading comprehension were significant predictors of students’ English reading scores. This study highlights the influential role of extrinsic motivation to EFL students in English reading and the importance of knowledge of vocabulary and idiomatic expressions in order to help understand the meaning of English texts. It provides implications for English teachers in designing appropriate curriculum that suits students’ needs and interests, and also suggestions for choosing proper reading materials.
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Evaluating the LEAP experience using a contextually oriented modelJacobs, Cecilia January 1998 (has links)
Thesis (MTech(Education))--Cape Technikon, 1998 / This study presents a model for the evaluation of educational innovation in a context of
transformation. The model incorporates formative, summative and illuminative
evaluation goals and emphasises the need to locate the innovation which is being
evaluated within the context and policy framework of its operation. The evaluation
framework provided by the model takes into account the full range of variables
impacting on innovative educational practice and subjects the innovation, along with its
transforming educational context, to the scrutiny of evaluation. The ten-stage
generalised evaluation model is presented as a framework for the evaluation of any type
of educational innovation.
In this study the model is applied to the evaluation of an innovative intervention, LEAP
(Learning in English for Academic Purposes), at a tertiary institution in South Africa.
The LEAP course aims to develop English academic literacy skills in students, foster
student-centred learning and teaching and promote the transfer of academic literacy
skills across the curriculum. The background to, theoretical underpinnings and
development of the course are expanded on in the study. In line with the model, the
LEAP intervention is located within the context and policy framework of its academic
context. The principal stakeholders in the LEAP intervention are identified. They are
used as sources to identify the aspects of LEAP to be evaluated, as well as to identify the
criteria for evaluation. An eclectic approach is adopted in the evaluation of the LEAP
course. Both quantitative and qualitative data collection methods are employed, using a
variety of instruments. A range of sources is consulted to cross-validate the analysis of
the data, and recommendations are made on the basis of conclusions drawn from the
interpretation of the data. The final section of the study reflects on the whole evaluation
process and areas for further research are also discussed.
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Cultural awareness in TESOL student and teacher materialPatel, Chirayush C. 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012 / ENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New
Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to
which Cultural Awareness [CA] is present in the material. CA is herein defined as
the use of empathy to explicitly examine the contextual variations which give
rise to different languages and cultures with the aim of avoiding stereotypes
and promoting a mediated third linguistic and cultural place which
incorporates the variations of context inherent in a student’s L1 and WEs.
The thesis provides an overview of TESOL methodology together with issues arising
from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA
and Cert.TESOL, are also examined with specific attention to their inclusion of
references to CA. The examination of NHA is carried out with the use of Hofstede &
Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of
NHA. Finally there is a discussion of the extent to which CA is present in NHA and
recommendations for the future development of ESOL and TESOL material. / AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen,
veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die
mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in
hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek
van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde
stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te
bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit.
Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies
voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers,
naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke
verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede &
Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van
NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig
is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL
materiaal.
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