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In the current research project the functions of self-initiated self-repairs in an advanced Japanese language classroom were investigated. From the reviewed literature it was found that repairing is possible through monitoring, which includes error detection, and involves attention and memory. Therefore, data was collected on the abilities of the participants in the current research project to repair, monitor and their attention levels and memory. There were seven methods used to collect data; participant observation, classroom interaction tape recordings, a questionnaire, stimulated recall interviews, attention test, memory and attention test and proficiency level assessments. From the participant observation, classroom interaction tape recordings and stimulated recall interviews data was collected on the repairs that the participants made and the way in which they monitored was explored. The questionnaire revealed relevant background information, such as, number of years the participants had studied Japanese, which supplemented other information collected. The attention test and memory and attention tests were used to obtain information on the participants’ perceptions of their levels of attention and their actual levels of attention and memory respectively. The final data collected was on the participants’ own perceptions of their speaking proficiency levels in Japanese and an independent judge’s evaluation of their levels. The results of the data collected on the way in which the participants repaired and monitored showed that overall the participants repaired and monitored in ways that had been discussed in previous research on repairing and monitoring. However, for the first known time, phenomena related to repairing and monitoring, which the researcher terms as communication strategies, are used frequently by the participants and also, that these communication strategies used and repairs made by the participants were not needed to be made. In other words, the participants in the current research project were often repairing errors that had not been made. As for the data collected on the participants’ attention levels and memory, no significant differences were found between the participants and neither did any differences reflect on the ways in which the participants repaired. From the proficiency level assessments, further evidence was found that supported previous research done on repairing and monitoring as well. Also, it was found that the participants under-estimated their levels of proficiency in comparison to the independent judge’s evaluations. Therefore, the participants both over repair and under estimate their Japanese speaking abilities. This is seen as detrimental to the participants’ performances in Japanese. Recommendations are made to use this data provided by Japanese language learners when repairing to guide instruction and to encourage learners to gain fluency by repairing less often than is thought necessary.

The Swedish upper-secondary level curriculum defines the English language as a necessary skill that the students need to be able to take part of the world around them, to participate in different social and cultural contexts and to learn about the world and broaden their horizons. In the curriculum, it is also stated that English literature is to be illustrate the different aspects of the English language. Literature is, in fact, introduced as a vital tool for the teachers of English. The purpose of this essay is to explore English teachers’ reasons and goals for using literature when teaching English, as well as their opinions on how literature should be used and is used in the English classroom.                        The results show that teachers see literature as a strong pedagogical tool that they use to help their students develop social and cultural understanding, as well as a tool for learning and studying the language itself. The problems encountered are the students’ negative attitude towards literature and their lack of motivation as well as planning and conducting literature-based teaching within a restricted time frame. All the teachers that took part in the study wished that they could use literature in a more extensive way and saw it as a great source for teaching a foreign language.

Objectives: A number of primary empirical studies report strong and positive relationships between information and communication technology (ICT) and second language (L2) learning outcomes. However, these strong relationships were not observed in recent meta-analysis studies associated with ICT and L2 learning outcomes. This meta-analysis study aims to iterate the evaluation of effectiveness of ICT integrated L2 classrooms. Method: Initially, a study search and screening of the digital database were conducted to include quantitative studies exploring the use of ICT for L2 skills in classroom contexts with an experimental design. Then essential statistics from included studies were retrieved and coded. Standardized mean difference of comparison groups across included studies were calculated as the unit of analysis. Finally, a random effects model was used to pool mean effects sizes calculated from included studies. Heterogeneity test, subgroup analysis and publication bias were assessed for implication of study variation and reliability. Results: After a systematic study search and screening, 30 experimental studies were included for this meta-analysis, which yielded 43 effect sizes based on comparison groups across included studies. Results showed a large effect size in favor of technology-integrated instruction with substantial between-groups heterogeneity. Additionally, nine moderating variables were identified, covering substantial, methodological and reporting features. Results also updated the current information on the state of methodological practice in the L2 research domain and suggested that the reliability of instruments used for measurements were overlooked and might lead to an overestimation of effect size. Conclusion: The current meta-analysis provided an updated evaluation of the ICT integrated L2 classrooms, supporting the effectiveness of integrating technologies into L2 instruction (with the exception of L2 pragmatics). Both theoretical and methodological maturation were observed in the research domain, as well as methodological limitations which might impact the precision of effect size. More research is needed to explore more specific topics, as well as methodological imperfections in ICT integrated L2 classrooms. / Graduate

京都大学 / 0048 / 新制・課程博士 / 博士(人間･環境学) / 甲第20774号 / 人博第836号 / 新制||人||201(附属図書館) / 29||人博||836(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 田地野 彰, 教授 桂山 康司, 准教授 高橋 幸, 教授 柳瀬 陽介 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

Various studies show that the use of instructional technology in university-level second language courses can improve and enrich students' L2 acquisition and greatly motivate students to continue learning their target language. In spite of such advantages, few instructors are integrating instructional technology into their lessons. This research investigates the main issues that affect the use of instructional technology among L2 instructors at Brigham Young University. An online survey was administered to 98 instructors, examining the following factors: time, factors concerning software and availability, teacher training, and the attitudes of administrators. Results showed that the three most significant factors that impede the use of instructional technology among BYU instructors are a teacher's level of proficiency, the lack of time for training, and a lack of quality software. The research also shows that those instructors that had received training find themselves more competent and more prepared to integrate instructional technology in their courses than those that have not received any training. Because a teacher's training in use of instructional technology has significant benefits that motivate students in second language acquisition, we can conclude that teachers would profit a great deal from in-service training.

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Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/25/2008). Includes bibliographical references (leaves 144-147).

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In classrooms all over the world, there are students who fear the attention of both teachers and peers alike. Anxiety is a cause for such fears and in foreign language classrooms it can be prevalent. Foreign language anxiety (FLA) is a concept developed by Horwitz et al (1986) to describe the unique anxiety that arises in a foreign language learning situation. Anxious students are less prone to use their target language and feel less motivated in their language studies, both of which have a negative effect on their learning. The aim of this study was to measure and compare anxiety levels among Swedish lower and upper secondary school students, identify major sources of anxiety and gain understanding of individuals’ perception of foreign language anxiety. 49 subjects from two classes participated in the study. Their anxiety was measured with the foreign language classroom anxiety scale (FLCAS) developed by Horwitz et al (1986). Interviews were used to gain insight into the subjects’ perception of foreign language anxiety. The results showed that a majority of the subjects were anxious and that students in the lower secondary school class were more anxious than the upper secondary school class. The identified major sources of anxiety were teacher-induced anxiety, fear of negative evaluation and general anxiety. / I klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.