Mak Ho-Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 139-147). / Abstract and questionnaires in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- English as Foreign Language (FL) in Mainland China --- p.1 / Chapter 1.1.2 --- The Problems of Learning / Teaching English in Mainland China --- p.3 / Chapter 1.2 --- A Response: The Present Study --- p.5 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter 1.4 --- Organization of this Thesis --- p.6 / Chapter 2 --- REVIEW OF LITERATURE --- p.8 / Chapter 2.1 --- Notion of Language Proficiency --- p.8 / Chapter 2.1.1 --- Language Proficiency in General --- p.8 / Chapter 2.1.2 --- Oral Language Proficiency --- p.9 / Chapter 2.1.3 --- Working Definition of Oral Language Proficiency --- p.11 / Chapter 2.2 --- Communicative Language Teaching and Learning --- p.13 / Chapter 2.3 --- Task-based Learning --- p.15 / Chapter 2.3.1 --- Definition of 'Task' --- p.15 / Chapter 2.3.2 --- Tasks for Second Language Learning --- p.17 / Chapter 2.3.3 --- Guidelines for Incorporating Element of Learners' Active Involvement in Task Design --- p.22 / Chapter 2.3.4 --- Task-based Instructions --- p.25 / Chapter 2.4 --- Related Theories in Task-based Learning and Teaching --- p.28 / Chapter 2.4.1 --- Input Hypothesis --- p.28 / Chapter 2.4.2 --- Interaction Hypothesis --- p.28 / Chapter 2.4.3 --- Output Hypothesis --- p.29 / Chapter 2.4.4 --- Humanistic Education and Experiential Learning --- p.31 / Chapter 2.4.5 --- Learner-centredness --- p.32 / Chapter 2.4.6 --- Cooperative Learning and Group-based Learning --- p.33 / Chapter 2.4.6.1 --- Cooperative learning --- p.33 / Chapter 2.4.6.2 --- Language development through (cooperative) group work --- p.34 / Chapter 2.5 --- Immersion Programmes --- p.36 / Chapter 2.5.1 --- Formal Immersion --- p.37 / Chapter 2.5.2 --- Non-formal Immersion Programmes --- p.39 / Chapter 2.5.2.1 --- "Approach to programme implementation: A ""Short, Sharp, Shock"" [3-S] Procedure" --- p.40 / Chapter 2.5.2.2 --- English-speaking environment --- p.40 / Chapter 2.5.2.3 --- Relaxing and enjoyable learning environment --- p.40 / Chapter 2.5.2.4 --- Flexibility in time management and sufficient room for dynamism --- p.41 / Chapter 2.5.2.5 --- Cooperative and supportive learning environment --- p.41 / Chapter 2.6 --- Summary of the Chapter --- p.44 / Chapter 2.7 --- Research Questions --- p.45 / Chapter 3 --- DESIGN OF THE STUDY --- p.46 / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- General and Specific Research Hypotheses --- p.47 / Chapter 3.3 --- Selection of Subjects --- p.48 / Chapter 3.4 --- Group Leaders and Their Roles in the Study --- p.49 / Chapter 3.5 --- Identification and Classification of Tasks for the Immersion Programme --- p.50 / Chapter 3.6 --- Selection of Tasks --- p.53 / Chapter 3.6.1 --- Interactivity-oriented Task --- p.53 / Chapter 3.6.2 --- Fluency-oriented Tasks --- p.54 / Chapter 3.6.3 --- Accuracy-oriented Tasks --- p.55 / Chapter 3.6.4 --- Integrated Tasks --- p.55 / Chapter 3.6.5 --- General Characteristics of Tasks Selected --- p.55 / Chapter 3.7 --- Non-formal Immersion Programme --- p.57 / Chapter 3.7.1 --- Characteristics of Non-formal Immersion Programme --- p.57 / Chapter 3.7.2 --- Sequencing and Grading Tasks --- p.59 / Chapter 3.8 --- Construction of Research Instruments --- p.62 / Chapter 3.8.1 --- Oral Proficiency Interview --- p.62 / Chapter 3.8.2 --- Students' Pre-programme and Post-programme Questionnaire --- p.63 / Chapter 3.8.3 --- Subjects' Perception / Evaluation of Task Effectiveness --- p.64 / Chapter 3.8.4 --- Post-programme Semi-structured Narrative Journal --- p.64 / Chapter 3.9 --- Previous Design Experience --- p.65 / Chapter 3.10 --- Experimental Procedure --- p.66 / Chapter 3.10.1 --- Overview of the Experimental Procedure --- p.66 / Chapter 3.10.2 --- Administering the Orientation for Group Leaders --- p.68 / Chapter 3.10.3 --- Administering the Pre- and the Post-programme Interview --- p.69 / Chapter 3.10.4 --- The Non-formal Immersion Programme --- p.70 / Chapter 3.10.4.1 --- Administrating the programme --- p.70 / Chapter 3.10.4.2 --- Implementation of tasks --- p.70 / Chapter 3.10.4.3 --- Leaders' daily programme evaluation --- p.72 / Chapter 3.10.5 --- Administrating Subjects' Evaluation of Task Effectiveness --- p.73 / Chapter 3.10.6 --- Administrating Team Leader's Observation --- p.74 / Chapter 3.10.7 --- Administrating Post-programme Semi-structured Reflective Journal --- p.74 / Chapter 3.10.8 --- Administrating Post-programme Questionnaire and Oral Language Proficiency Interview --- p.74 / Chapter 3.11 --- Methods of Data Analysis --- p.74 / Chapter 3.11.1 --- Pre-and Post-programme Questionnaires --- p.75 / Chapter 3.11.2 --- Pre- and Post-Programme Oral Interviews --- p.76 / Chapter 3.11.3 --- Subjects' Evaluation of Task Effectiveness --- p.76 / Chapter 3.11.4 --- Qualitative Data from Reflective Journal and from Team Leader's Fieldnotes --- p.78 / Chapter 3.12 --- Summary of Chapter 3 --- p.79 / Chapter 4 --- DATA ANALYSIS --- p.80 / Chapter 4.1 --- Introduction --- p.80 / Chapter 4.2 --- Immersion Effect on Subjects' Oral English Proficiency --- p.81 / Chapter 4.3 --- Task Effectiveness --- p.83 / Chapter 4.3.1 --- Perceived Effectiveness of Task-Types in Enhancing Accuracy --- p.84 / Chapter 4.3.2 --- Perceived Effectiveness of Task-Types in Enhancing Fluency --- p.85 / Chapter 4.3.3 --- Perceived Effectiveness of Task-Types in Enhancing Interactivity --- p.86 / Chapter 4.3.4 --- "Effectiveness of Accuracy-oriented Task-type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.87 / Chapter 4.3.5 --- "Effectiveness of Fluency-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.6 --- "Effectiveness of Interactivity-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89 / Chapter 4.3.7 --- "Effectiveness of Integrated Task Type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.90 / Chapter 4.3.8 --- Summary of Section 4.3 --- p.91 / Chapter 4.3.8.1 --- Accuracy enhancement --- p.91 / Chapter 4.3.8.2 --- Fluency-enhancement --- p.91 / Chapter 4.3.8.3 --- Interactivity enhancement --- p.92 / Chapter 4.4 --- A Brief Summary of the Quantitative Results --- p.92 / Chapter 4.5 --- The Research Hypotheses Tested --- p.93 / Chapter 4.6 --- Reflective Journal --- p.95 / Chapter 4.6.1 --- "Providing an ""English Speaking Environment""" --- p.97 / Chapter 4.6.2 --- Enhancing Subjects' Confidence in Speaking and Using English --- p.99 / Chapter 4.6.3 --- Evaluating Subjects' Overall Performance in Programme --- p.100 / Chapter 4.6.4 --- Helping to Acquire a Higher Level of Communicative Fluency --- p.100 / Chapter 4.6.5 --- "Helping to Acquire a Higher Level of Accuracy (Pronunciation, Accent, and Stress)" --- p.100 / Chapter 4.6.6 --- Helping to Acquire a Higher Level of Interactivity --- p.101 / Chapter 4.6.7 --- "Stimulating and Developing ""Creativity""" --- p.102 / Chapter 4.6.8 --- Additional Comments --- p.102 / Chapter 4.7 --- Summary of the Major Findings --- p.105 / Chapter 4.8 --- Summary of the Chapter --- p.106 / Chapter 5 --- DISCUSSION --- p.107 / Chapter 5.1 --- Introduction --- p.107 / Chapter 5.2 --- The Impact of the Programme on Learners' Attitudes and Language Learning Behaviour --- p.107 / Chapter 5.2.1 --- Humanistic (Language) Education --- p.108 / Chapter 5.2.2 --- Experiential Learning --- p.111 / Chapter 5.2.3 --- Cooperative Learning --- p.112 / Chapter 5.2.4 --- Learner-centredness Task-based Design --- p.114 / Chapter 5.2.5 --- "A Short, Sharp, Shock (3S) Learning Experience" --- p.115 / Chapter 5.3 --- Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.1 --- General Discussion of the Programme Impact on Oral Proficiency Enhancement --- p.116 / Chapter 5.3.2 --- Roles of Designated Tasks in Pinpointing Specific Proficiency Area(s) --- p.118 / Chapter 5.4 --- Sequencing of Tasks for a Balanced Language Development --- p.119 / Chapter 5.5 --- Summary of Chapter Five --- p.123 / Chapter 6 --- CONCLUSION --- p.124 / Chapter 6.1 --- Limitations of the Present Research --- p.124 / Chapter 6.2 --- Pedagogical Implications --- p.125 / Chapter 6.2.1 --- Implications for Curriculum / Programme Designs --- p.125 / Chapter 6.2.2 --- The Classroom Implications --- p.129 / Chapter 6.3 --- Suggestions for Further Research --- p.135 / Chapter 6.4 --- Summary --- p.137 / Chapter 7 --- REFERENCE --- p.139

published_or_final_version / Education / Master / Master of Education

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 1984.

After a decade of suffering from a lack of attention in second language research, interest in motivational issues has recently shifted the focus of its analysis from the individual as learner to learning as participation in social activities and social worlds. If we accept the notion that language learning results from involvement in communicative events, then to what degree learners participate in an event, if at all, is crucial to that learning. In this thesis I add to the body of research that has begun to examine the complexities of the interface between individuals and learning contexts. I examine the historical, cultural and personal influences that a group of Ukrainian military officers bring to a NATO sponsored immersion program, as well as their perceptions of their place within the power structures that are inherent to this setting. / I argue that for the group of learners in this study, second language acquisition theories have not provided an adequate explanation for the reason why they did or did not participate in communicative events both inside and outside the classroom. Drawing on Vygotsky's (1962, 1978) language learning theories and Peirce's (1989, 1993, 1995, 1997) notions of social identity and investment to support my findings, I identify elements that served to marginalize these learners and disempower them, and which were responsible for their apparent lack of investment in language learning. I also suggest how, for some of these officers, changes in their social identities led to more opportunities to practice English and eventually to feel empowered both during the language course and once they returned home.

No description available.

LD2668 .T4 1966 W258 / Master of Science

Dissertation in compliance with the requirements for the Master's Degree in Technology: Cost and Management Accounting, Durban University of Technology, 2012. / The aim of this research is to evaluate the communication proficiency of students studying Cost and Management Accounting (CMA) and to assess whether the subject communication, as a course, is having any positive influence on students who are lacking critical thinking and literacy skills. It is necessary to analyse the factors affecting communication because of the diversity of the Durban University of Technology (DUT) students coming from different cultural, ethnic and geographic backgrounds before evaluating the communication proficiency of students. The field of accounting is broadly quantitative in nature, but Management Accounting, although a branch of this broad knowledge is more qualitative in nature. Data analysis, report writing and decision making are fundamental to Management Accounting. The target population for the study was CMA students. This population entails students enrolled for the first time in 2007 and current second and third year students. It was necessary to follow the progress of the 2007 cohort of students to establish whether students were achieving their qualification within the specified three year period as required by the CMA course and whether communication skills were an issue if they were unsuccessful. The objective to include second and third year students registered in the Department of Management Accounting at DUT in 2012 was to acquire current and pertinent information with regard to student perception on the subject relating to communication skills. An analytical type of research approach was used to conduct the study and quantitative data was collected using questionnaires and computer reports to gain an insight into the impact of communication skills as a subject in the CMA programme. The study confirmed that gender and the location of schools played a role in the academic performance of students. The overall performance between the genders revealed that female students performing slightly better than their male counterparts. English First Language (EFL) female students demonstrated much better academic performance than the EFL male students. Irrespective of language differences, if a student had an aptitude and performed well in the English Language at grade 12 or matric, the student has a better chance of being more successful with the CMA programme The number of EFL and English Second Language (ESL) students acknowledging that the English language affected them in obtaining better grades in CMA was fifty one per cent. Since the second and third year CMA students perceive that their lecturers were unaware of their poor understanding of the English language after completing the subject Communication Skills in the first year of study indicates that the subject is not having the desired affect. Both EFL and ESL students also acknowledged the vital role that Communication Skills play in education, social and economic development. This study, inter alia, recommends a screening of new students for English proficiency and providing academic support for students who have problem with literacy skills. It also recommends increasing the subject content of Communication Skills and extending the duration from one semester to two semesters.

No description available.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences