published_or_final_version / Language Studies / Master / Master of Arts

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

published_or_final_version / Education / Master / Master of Education

Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amount of teaching time by up to 40% and the percent of errors by up to 50%. This preliminary evidence shows exceptional promise in application of this combination of procedures to teach letter sounds to preschool children.

This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university ESL students are the subjects of this research. They were placed in small groups and asked to perform specified classroom tasks designed to generate maximum oral interchange among the participants. The ensuing discussions provided the basis for the data which were collected via tape recording each group's proceedings. The data samples were listened to and coded per an error typology and any correction that took place. The data were then statistically analyzed via SYSTAT. The findings are consistent with the results of other research and indicate that while many errors are not treated, a significant number of them are corrected clearly and accurately. These results lend credence to the idea that second language learners may have much more to learn from each other than they think, and that they do have the potential to play a greater role in their own language learning. Much more research is indicated in order to better understand the multi-faceted phenomenon of second language learner error and its treatment.

The main focus of this study is on the causes of the problems in English language proficiency of Grade Nine high-school learners in Asmara, Eritrea, with reference to their oral skills, particularly for academic purposes. This study examines the way Grade Nine English teachers in Eritrea do or do not promote the development of Grade Nine learners' oral proficiency. The researcher's focus is on how the teachers structure their teaching approach to English and the way students learn the language in the classroom. The researcher looked at the practices of English language teachers by conducting observations in English classes in two high schools in Eritrea for about a month. The researcher obtained rich data via different methods of data collection with respect to the learners' oral development. The criteria that the researcher adopted for observation were those of the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Allan, Frohlich, and Spada: 1983). In addition to the classroom observation, the researcher also conducted interviews with the teachers. Questionnaires were distributed to learners, after which focus-group discussions with selected students were conducted. The findings of this study are summarized as follows. Firstly, English teachers have teaching techniques which are ineffective in achieving the intended objective. They use the structural approach to language teaching, which is out-dated. Secondly, grammar is the main focus of lessons. Most of the students commented that more oral (speaking) classes should be included in the learning of language to achieve oral/aural proficiency. Teachers must therefore foster a supportive classroom environment and stress the importance of oral classes in language learning. / Thesis (M.A.) - University of KwaZulu-Natal, Pietermaritzburg, 2004.

Native speakers often ignore the limitless potential of language and stick to institutionalized formulaic sequences. These sequences are stored and processed as wholes, rather than as the individual words and grammatical rules which make them up. Due to research on formulaic sequence in spoken language, English as a Second Language / Foreign Language pedagogy has begun to follow suit. There has been a call for a shift from the traditional focus on isolated grammar and vocabulary to formulaic sequences and context. I tested this hypothesis with 19 L2 English learners who received 5 weeks of task-based instruction and found substantial progress in oral fluency only for the experimental group. Differences between pretest and posttest oral fluency were examined by looking at the learners' speech rate and their mean length of run. Subjective evaluation of fluency by 16 native English judges confirmed the calculated measures.

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"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004

This study investigated the construct of comprehensible English in the context of oral proficiency assessment for international teaching assistants. I carried out a three-part mixed method design to explore instructor rater judgments, results of a speech analysis, and how specific speech variables might have influenced judgments on the assessment criteria. Each step focused on a failed/passed assessment comparison made possible through archived data from which 10 individuals initially failed the oral proficiency test but within the same year retook the task and received a passing score. Part A evaluated the perspective of the instructor raters through the rating scale judgments provided on the assessment evaluation forms. In the second part of the study, I coded and scored grammatical, temporal, and phonological variables that occurred on two-minute excerpts of a field-specific summary task from the set of 10 failed and then subsequently passed assessments performed by the same individuals. I inspected the speech analysis results to evaluate differences in the values of specific speech variables on the set of failed performances in comparison to the set of passed performances. In Part C, I conducted 10 case studies to compare each individual's rating scale judgments and rater comments on grammar, fluency, and pronunciation from their failed and their passed assessment with the results from the speech analysis of grammatical, temporal, and phonological variables. The case study approach facilitated a broad inspection of the interrelation among the rater perspectives on the assessment criteria and the speech analysis results. The study findings showed evidence of an interrelation between temporal and phonological variables on rater judgments of comprehensibility, as well as the role of pronunciation as a criterion for oral proficiency assessments. I concluded with implications for future research on the interrelation among speech variables that influence listener perceptions of comprehensibility and the use of pronunciation as a speaking assessment criterion. / text