Spelling suggestions: "subject:"anguage - study anda teaching"" "subject:"anguage - study ando teaching""
231 |
A case study of a teacher's questions in an English Second Language (ESL) classroomNhlapo, Malefu January 1999 (has links)
This research study seeks to explore and understand the way a Form C (the third year of high school) teacher asks questions in an English second language (ESL) classroom in a high school in Lesotho. As this is a small-scale study on a teacher’s questions in a familiar setting, an ethnographic stance was adopted. The researcher adopted the role of non-participant observer, recorded three different lesson types and took observational notes. She transcribed the lessons and used the transcription to interview both the teacher and the students. The interviews were recorded and transcribed by the researcher. She then analysed the classroom and interview data and invited the teacher to respond to the analysis she had made. The interview was also recorded and transcribed. The findings indicated that the teacher asked most questions in the three lesson types. He asked mainly lower order question. However, the nature of the questions varied according to the intentions of the teacher, even when the lesson type was the same. Although it is difficult to generalize from a small-scale study like this one, it is believed that this study has been beneficial in raising awareness about the nature and role of questions in classroom interaction, and also in raising awareness of the teacher. Consciousness raising may be essential to educators and researchers. Moreover, this research may enable educators to theorize their practice. This research demonstrates the need for teacher development. It argues that knowledge should be linked with the skills. Therefore, it proposes the need for teacher education to include an explicit focus on questioning since questions are an integral part of teaching and learning. It further proposes the need for teachers to plan their questions carefully as good questioning strategies may facilitate learning. To my knowledge, existing research on teachers’ questions has not linked the cognitive, linguistic and pedagogic functions of teachers’ questions. This study draws from literature on these three areas while acknowledging the importance of taking into account contextual issues in analysing teachers’ questions. It therefore concludes that, content, curriculum, and the teacher’s intentions and his/her ideologies cannot be ignored in the study of a teacher’s questions.
|
232 |
The acquisition of the English system of pronominalization by adult second language learnersTakagaki, Bob January 1985 (has links)
The study presented in this paper is a second language study of the acquisition of the English system of pronominalization by adult learners of English. It is a partial replication of Ingram and Shaw's (1981) first language acquisition study on the same topic.
One hundred and eighty four subjects and twenty control subjects were administered a written task that involved making anaphoric assignments to pronouns in thirty five test sentences, representing seven different sentence construction types.
Analysis of the data indicated that the two syntactic constraints of precedence and dominance played major roles in the anaphoric assignments made by all subjects. In addition, these two syntactic constraints were instrumental in delineating developmental stages in the acquisition process. A comparison of the response patterns displayed by the present study's subjects and those displayed by Ingram, and Shaw's subjects revealed a number of differences. These differences suggested that the acquisition process was not invariant and highly sequential in nature, but dynamic and highly creative, allowing a great deal of latitude in terms of the processing strategies employed. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
|
233 |
The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyadsKennedy, Elizabeth Anne January 1988 (has links)
While researchers generally recommend a 1:1 ratio of native speakers (NSs) to non-native speakers (NNSs) be maintained in multicultural preschool classrooms, these- ideal proportions are often unrealistic in regions where populations reflect high concentrations of ethnic groups. In these areas, where enrolments usually consist of a majority of NNSs, pedagogical modifications may be necessary to ensure second language learners are exposed to sufficient amounts of 'meaningful target language input' which is considered essential for second language acquisition (Krashen, 1979).
This study investigated the effects of deliberate pairing on NSs and those NNSs who had low English language proficiency (L) in one multicultural preschool where NNSs outnumbered NSs by 3:1. Four NS subjects were videotaped, employing a multiple baseline design, as they interacted with their peers during a math game activity time. The effects of the treatment on four interactional measures were analysed using Ruvusky's statistic.
Results, as predicted, indicated significant differences for three of the four measures. When deliberately paired, both NSs and NNSs(L) took more turns, and NSs uttered significantly more directives to their NNS(L) peers than they did during the freeplay situation. -Deliberate pairing of NSs and NNSs(L) has been shown to be a successful technique for exposing NNSs(L) to increased levels of target language input in this multicultural preschool. Implications for teachers are outlined and the role of NSs in multicultural classrooms is discussed. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
|
234 |
Project-based instruction in a Canadian secondary school's ESL classes : goals and evaluationsBeckett, Gulbahar Huxur 11 1900 (has links)
Research on project-based instruction is common in mainstream education. It
conceives the activity broadly, but omits language. It is rare in English as a Second
Language (ESL) education, and Second Language Acquisition (SLA) theory conceives it
narrowly, omitting a functional view of language. The present study examines the
implementation of project-based instruction in ESL classes in a Canadian secondary school
through interviews with Canadian ESL teachers and Chinese ESL students, observations of
two projects in action, and examination of students' written work, and school, school board
and Ministry of Education documents.
Results indicate that the teachers held and implemented a broad, integrated
conception of project-based instruction that includes a functional view of language. They
have many more goals than those stressed for project-based instruction in the SLA literature,
and have goals that are not included even in the mainstream literature. The teachers evaluated
project-based instruction positively, and the researcher's observations support the teachers'
evaluations.
However, despite teacher's and students' successes, a number of students evaluated
project-based instruction negatively. This discrepancy is discussed using three explanatory
models (philosophical, cultural, and linguistic) that the participants may have been using
when interpreting project-based instruction.
The study points to the need to develop a rationale which adequately addresses
project-based instruction as a functional language learning activity in the context of academic
subject matter learning. It identifies problems of cross-cultural interpretation of and
communication about projects, and notes difficulties of resolving them. It points out the
necessity for an examination of the processes of project-based instruction, noting places of
difficulty and success, and considering promising strategies. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
|
235 |
The collaborative role of an ESL support teacher in a secondary school : supporting ESL students and content teachers utilizing integrated language and content instructionKonnert, Michele Rand 05 1900 (has links)
This research project was conducted with social studies and English teachers
and ESL students in mainstream classes at a secondary school in Richmond, B.C. over a
seven-month period from September 1998 to March 1999. As an action researcher, I
solved problems through team work and through following a cyclical process of
1. strategic planning, 2. action, 3. observation, evaluation and self-evaluation, and
4. critical and self-critical reflection on the cycle (McNiff, Lomax, & Whitehead,
1996).
The findings included in this study are a definition of the ESL support role,
effectiveness of the ESL support program, teacher collaboration, application of the
ILC approach and the Knowledge Framework (Mohan, 1986), challenges and issues
for content teachers and ESL students, and the dual role as support teacher and
researcher. First, with regard to a definition of the ESL support role, ESL support
teachers were viewed by myself and the administration as language development
specialists who act as consultants, with a focus on co-teaching and individual
instruction. Colleagues perceived the ESL support team as ESL trained teachers who
must prove their effectiveness through action, rather than words, in content
teachers' classrooms. ESL students viewed the ESL support teachers as a welcome
support or unwelcome intruders. Second, with regard to the effectiveness of the ESL
support program, the administration and I felt that the program provided exceptional
support services to content teachers and ESL students. ESL students also felt that the
ESL support program was very helpful. Colleagues, however, were initially skeptical
of the program, but eventually valued the support.
Third, collaboration increased over time as ESL support specialists worked in
cooperative relationships with content teachers. Fourth, the ILC approach was
selectively, and at times superficially, implemented in content courses. Also, the
Knowledge Framework was the most successful teaching method for ESL support of
content teachers and ESL students. Fifth, there were many challenges for content
teachers, ESL learners, and ESL support specialists. One challenge was the lack of
English spoken by our student population. Another concern was the appearance of
passivity of ESL students. Also, assessment and evaluation of ESL students was very
difficult for content teachers. Thus, content instructors needed to learn alternate
assessment and evaluation strategies for their ESL learners. In addition, teachers
wondered about their ESL students' comprehension and exam preparation. Lastly,
tensions inevitably arose from the dual role as teacher and researcher. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
|
236 |
Improving communicative competence in the teaching of English as a foreign language in TaiwanChang, Jen-Chieh 01 January 1996 (has links)
No description available.
|
237 |
Pragmatic performance of English immersion students in Japan : politeness in second language requestsKanekatsu, Nozomi January 2007 (has links)
No description available.
|
238 |
What's the story? : storybooks in the EFL classroomsDavid, Elisa H. January 2003 (has links)
No description available.
|
239 |
Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classroomsMasawi Mugore, Maireva Faustina January 1995 (has links)
No description available.
|
240 |
Attitudes to second-language learning in an exchange programKormos, Lilli. January 1978 (has links)
No description available.
|
Page generated in 0.3791 seconds