This study aims to investigate how the choice of media form, i.e. printed format, audiobook or reading and audio combined, affect the ability of ESL students to achieve comprehension, and how different ways of asking questions can affect their comprehension ability. Lastly, the study aims to investigate the relationship between comprehension and students’ proficiency levels in their L2. To answer this question, 155 students were recruited and divided into three groups and assigned one type of media form. The quantitative data was collected through an online comprehension test and analysed. The results showed a significant difference between the media forms and revealed that printed reading was superior. However, a printed and audio combination was the most time efficient way for students to achieve comprehension, which indicates that the inclusion of audio does not impede student learning. Previous research in the same field shows that the results are inconclusive, but shares one common conclusion, that students enjoy the audio format. As a result, the educational system should make every effort to media choices for students to choose their preferred media, and more research in the field needs to be done, as students enjoyment leads to increased learning.

The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As a means of situational analysis, ethnographic approaches were used to investigate the INSET participants in the four-year degree programme at the University of Botswana. Responses to one inventory containing second language teaching activities showed that the activities respondents know to characterize ESL classrooms do not facilitate much verbal teacher-pupil/pupil-pupil interaction. Responses to another inventory containing idealised course content showed evidence of needs the preparation programme was ignoring. This confirmed one of two study hypotheses that: there are specific second language teaching needs being ignored by preparation programmes for primary school language teachers. Document analysis verified the assumptions about what classroom English Language Teaching (ELT) was expected to achieve. However, lesson observation revealed that the products of the programme still taught and perceived English as a mental exercise, with the following results: the lessons were complicated, uninspiring, unenjoyable, restrictive, and ineffective. Questionnaire and interview results confirmed the second study hypothesis that: the confidence of non-native English-speaking teachers (non-NESTs) with regard to competence in English, which affects the effectiveness and efficiency of their teaching, is low. As a solution a model specifying the essential programme components for preparing ELT specialists in the primary school is proposed. The proposed model is however not prescriptive and the proposed content is neither exhaustive nor limiting, but only broadly suggestive of the content of each instructional component. It is hoped that the product of the proposed model will become not only a well-educated person in the arts but also a highly proficient and self-confident person in ELT. / Educational Studies / D. Ed. (Didactics)

The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As a means of situational analysis, ethnographic approaches were used to investigate the INSET participants in the four-year degree programme at the University of Botswana. Responses to one inventory containing second language teaching activities showed that the activities respondents know to characterize ESL classrooms do not facilitate much verbal teacher-pupil/pupil-pupil interaction. Responses to another inventory containing idealised course content showed evidence of needs the preparation programme was ignoring. This confirmed one of two study hypotheses that: there are specific second language teaching needs being ignored by preparation programmes for primary school language teachers. Document analysis verified the assumptions about what classroom English Language Teaching (ELT) was expected to achieve. However, lesson observation revealed that the products of the programme still taught and perceived English as a mental exercise, with the following results: the lessons were complicated, uninspiring, unenjoyable, restrictive, and ineffective. Questionnaire and interview results confirmed the second study hypothesis that: the confidence of non-native English-speaking teachers (non-NESTs) with regard to competence in English, which affects the effectiveness and efficiency of their teaching, is low. As a solution a model specifying the essential programme components for preparing ELT specialists in the primary school is proposed. The proposed model is however not prescriptive and the proposed content is neither exhaustive nor limiting, but only broadly suggestive of the content of each instructional component. It is hoped that the product of the proposed model will become not only a well-educated person in the arts but also a highly proficient and self-confident person in ELT. / Educational Studies / D. Ed. (Didactics)

Föreliggande studie undersöker vad språkkompetens och tolkningsriktning har för inverkan på tolkningsstrategier inom tolkning i offentlig sektor. Undersökningen utgår ifrån fyra videoinspelade rollspel som har tolkats av fyra tolkar med olika tolkerfarenhet mellan språken svenska och spanska. Rollspelen utgick från ett manus och rollspelarna uppmanades att utsätta tolkarna för specifika svårigheter på specifika punkter under samtalen. Analysen har utöver observation av videoinspelningar, och transkription av dessa, även utgått från tolkarnas retrospektion, ett språktest och en intervju angående deras språkkompetens. Analysmetoden har dessutom utgått från och replikerat Arumí Ribas och Vargas-Urpis studie (2017) och har genomfört en kvantitativ analys på grundval av Wadensjös sju typer av avvikande återgivningar (1998). Denna analysmetod har visat sig innehålla begränsningar då Wadensjös avvikande återgivningar inte har kunnat användas för att identifiera alla typer av tolkningsstrategier. Studien har dock kunnat fastställa att tolken tillämpar fler tolkningsstrategier till sitt svaga språk än till sitt starka språk men att fortsatt forskning är nödvändig på detta område. / The present study examines what influence language competence and directionality have on interpreting strategies in public service interpreting. It is based on four video recorded roleplays which were interpreted by four interpreters with different interpreting experience between the languages Swedish and Spanish. The roleplays were based on a script and the roleplayers were asked to expose the interpreters to specific difficulties at specific points during the conversation. In addition to the observation of video recordings, and the transcription of these, the analysis has also been based on the interpreters’ retrospections, a language test and an interview regarding their language competence. The analysis method has also been based on and has replicated Arumí Ribas and Vargas-Urpi's study (2017) and has conducted a quantitative analysis on the basis of Wadensjö's seven types of renditions (1998). This analysis method has shown limitations since identification of all types of interpreting strategies could not be done only through Wadensjö's seven types of renditions. The study has determined that the interpreter applies more interpreting strategies to his/her weak language than to his/her strong language but that further research is necessary in this area.

Диссертационное исследование посвящено обучению изучающему виду чтения подростков на занятиях в лингвистическом центре при использовании технологии цифрового повествования. В данной работе рассматриваются теоретические основы и описан поэтапный процесс внедрения технологии “Digital Storytelling” на занятиях в лингвистическом центре. / The dissertation research is devoted to teaching the study reading to teenagers in the classroom at the linguistic school using Digital Storytelling. This study discusses the theoretical foundations and describes the step-by-step process of implementing the technology “Digital Storytelling” in the classroom at the linguistic school.