Within the framework of task-based language teaching, various types of tasks have been proposed, yet in English as foreign language classroom contexts where learners’ exposure to target language input is often limited, the adoption of form-focused tasks seems to receive much credit. Although the potential academic gains brought forth by such tasks have been studied in some previous quantitative research, the call for investigations into those tasks from a learner perspective remains warranted. In this study I investigated the use of grammatical consciousness-raising (C-R) tasks as an inductive approach to grammar pedagogy in an EFL classroom from a learner perspective. While performing such tasks the informants, who were a class of secondary level English as foreign language learners, made discoveries about the targeted grammar items based on contextualized examples provided. In the study I first examined the extent to which adopting C-R tasks impacted on the informants’ learning of English grammar through pretests and posttests. Second, I elicited their perceptions of C-R tasks through a questionnaire and two semi-structured interviews. Third, with the think-aloud protocols method I studied the informants’ engagement with the grammar items presented through either C-R tasks or deductive explanation. The findings revealed that the majority of the informants were able to develop grammatical understanding through performing C-R tasks. They tended to respond positively to and show deep engagement with the grammar items presented though such tasks as well. To enhance the perceived effectiveness of such tasks and thus to maximize the effect of grammar teaching, I concluded by suggesting the need for teachers to make the learners fully aware of the nature of and rationale behind C-R tasks and to investigate whether and how such tasks can be integrated with other methodological options in realizing effective grammar instruction in their own contexts. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

No description available.

No description available.

No description available.

Research has demonstrated that school climate has a significant impact on several student outcomes. Positive school climate is associated with the development of positive self-concept in students, increased feelings of attachment and commitment to the school, and overall satisfaction with the school experience. This study described the school climate of four urban junior high schools, with specific attention to climate factors related to the affective development of students. The sample consisted of 506 Grade 9 students. Students' perceptions of their school's climate were measured with a standard climate questionnaire, the Effective School Battery. In addition, the principals of each school were interviewed in order to provide additional insight into the school's philosophy of education, school policies, and other aspects related to affective school climate. The data collected was used to determine if junior high schools exhibited school climates which addressed the affective needs of their students. The student responses indicated generally positive feelings about their schools. The fours schools rated high to average in the areas of Safety, Planning and Action, Clarity of Rules, Extra-curricular Program, and Student Influence. Areas in which the majority of schools rated below average or low included Respect for Students, and School Rewards. Interviews with principals revealed that affective development was considered to be an important component of junior high education. In addition, principals tended to support the findings from the student surveys. The findings illustrate that these schools have generally positive school climates as perceived by the students. Students feel comfortable and secure in the school environment, are aware of the rules guiding their behavior and tend to be involved in a variety of school activities. The areas which schools need to improve include increasing positive reinforcement and rewards for students, and ensuring that students feel they are treated with respect and dignity in their interactions with school personnel. / xi, 113 leaves ; 28 cm.

This study examined the perceptions and needs of junior high school students considering the question, What makes school a positive experience for 12 junior high school students? Previous research indicates that many students view school negatively (Bibby & Posterski, 1992). This conclusion is an alarming statement considering the significant number of years students spend in school. Using student written responses and interviews, this study explored the peceptions of junior high school students in relation to school. Qualitative research method was used as it allowed the researcher to collect and document rich data that helped to shed light on students' views of junior high school. Twelve students, 2 males and 2 females, from each of the three junior high grades (7,8, and 9) participated in the study. The students were asked to respond, in writing, to five prompts: 1) Junior high school is...2) What do you think can make junior high a positvie place to be? 3) What do you think can make junior high a negative place to be? 4) The best thing about my school is...5) The worst thing about my school is... . Those same students then met in grade level groups for an interview used to clarify and expand upon the themes that emerged in their written responses. The final data-gathering technique was for the students to reflect upon what the ideal school might look like. Overall, the results of this study indicate that students value relationships with both teachers and peers and wish to belong to the safe and student-centered community of school. The insights of junior high school students about their schooling experience will assist in the organization of programs designed to meet the needs of adolescents within an educational setting. / vii, 154 leaves ; 28 cm.