This diploma thesis is devoted to the application of drama in German language teaching at Waldorf school. The content itself provides a theoretical insight into the basic concepts and principles of drama education and foreign language teaching at primary school. For the sake of clarity and understanding, these basic levels related to the subject are more elaborated in the introductory chapters. The theoretical part also includes chapters related to Waldorf pedagogy and its basic principles. In the practical part, one of the main objectives was to verify whether methods of dramatic education in German language teaching could support the pupil's ability to express themselves, with an emphasis on the verbal component. The work also includes description and reflection of three lessons, the aim of which was to find out whether the selected methods of drama in foreign language teaching have an impact on pupils' ability to communicate effectively and on the overall outcome of the learning process. At the end of the thesis are described findings, which confirm the benefits of including elements of drama education in foreign language teaching, and also where their influence manifested most.

Thesis (DLitt (African Languages))--University of Stellenbosch, 2009. / This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...

The dissertation deals with foreign language teaching methods at the Primary School in the Czech, English and German environment. It includes the summary of the present basic knowledge about the foreign language teaching methods generally both in the Czech, English and German environment. Subsequently there has been presented and analysed the real use of foreign language teaching methods at the Czech Primary School at present. In conclusion there has been drawn further suggestion for a possible appropriate future development of the foreign language teaching methods at the Czech Primary School based on the research too.

O presente estudo se propõe a apresentar um panorama do ensino de língua japonesa no mundo através dos dados estatísticos produzidos pela Fundação Japão, e situar o ensino de língua japonesa no Brasil dentro do contexto mundial. Serão apresentados também dados de acesso às novas tecnologias de informação e comunicação, base para o acesso aos instrumentos de ensino-aprendizagem da língua. Tanto os dados de ensino como os de acesso serão correlacionados a dados de base econômica, pois esta ainda é a peça fundamental para a tomada de decisões nas sociedades contemporâneas. Em seguida será feita uma breve exposição sobre os recursos (físicos, digitais, humanos e sociais) necessários para o acesso e uso significativo da rede e sobre o e-learning e os mitos relacionados à sua aplicação e função. Também será apresentado o quadro de macroestratégias que propõe práticas de ensino-aprendizagem que valorizem sobretudo as experiências locais engajadas e emancipadoras. Por fim, pretende-se esboçar algumas sugestões de como a tecnologia poderia ser empregada no ensino de língua japonesa dentro do contexto brasileiro, para o estabelecimento de uma rede colaborativa de criação e compartilhamento de conteúdo e desenvolvimento de habilidades que respeite as diferenças individuais de estudantes e professores e que possam emancipá-los para novos tipos de interações sociais/virtuais mais significativas e prazerosas, o que não quer dizer que sejam menos trabalhosas. / This study aims to present a panorama of Japanese language teaching around the world through the statistical data, produced by the Japan Foundation, and to place Japanese language teaching in Brazil within the world context. Data on access to new information and communication technologies will also be presented, which is the basis for access to language teaching and learning instruments. Both teaching and access data will be correlated with data of economic base, since this is still the fundamental piece for decision making in contemporary societies. Afterwards, a brief presentation will be made on the resources (physical, digital, human and social), necessary for access and significant use of the network and on e-learning, and the myths related to its application and function. It will also be presented the framework of macrostrategies that proposes practices of teaching and learning that value especially the local experiences engaged and emancipating. Finally, it is intended to outline some suggestions of how technology could be used in Japanese language teaching within the Brazilian context, for the establishment of a collaborative network for the creation and sharing of content and skills development that respects students and teachers individual differences, and that can emancipate them to new types of social and virtual interactions that are more meaningful and enjoyable, which is not to say less laborious.

Este trabalho lida com unidades lexicais compostas por mais de uma palavra usadas com função referencial,ou seja, cada uma dessas unidades lexicais constitui um nome. Em uma sala de aula de ensino de língua inglesa para brasileiros, observou-se como o fato de o aluno 'enxergar' essas unidades lexicais pode ajudá-lo a ler um texto. / This study is about multi-word lexical units which have referential meaning, i.e., each unit is used as a name. In an English teaching classroom for Brazilian students it was noticed that making students aware of such lexical units may help them read a text.

Made available in DSpace on 2016-03-15T19:45:24Z (GMT). No. of bitstreams: 1 Mainly Reinhardt Vieira dos Santos Ramalho.pdf: 2370241 bytes, checksum: 0f6a5822990ef31cfdf2f037d0450824 (MD5) Previous issue date: 2011-10-14 / This paper aims to study the usage of American TV series in English as a foreign language classes through the gathering of chunks of language. Though we start this dissertation from the description of the communicative and its innovative principles by presenting the communicative competence and its four divisions strategic, grammatical, discursive and sociolinguistic based on researches like Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986) and Savignon (1983; 1991). Besides we describe the importance of the realia in a communicative class. As well as we discuss the lesson of the communicative approach and the four abilities reading, writing, speaking and listening. Still talking about the communicative lesson we discuss about teaching grammar, vocabulary and culture. The choice of using TV series is justified because they are a rich source both linguistic and cultural of the English language (North American) and we can find a plenty of examples chunks of language, collocations, phrasal verbs, and idioms. In our analysis we gathered not only the linguistics but also the cultural references of the first episode of Gilmore Girls by using software known as Unitex® that searches the chunks in the script selected and finally we propose some activities based on the analysis. / Este trabalho tem como objetivo estudar o uso de seriados de televisão norte-americanos em aulas de inglês como língua estrangeira por meio do levantamento dos chunks da língua inglesa. Iniciamos, então, esta dissertação pela descrição da CLT e seus preceitos inovadores apresentando competência comunicativa e suas quatro subdivisões competência estratégica, gramatical, discursiva e sociolinguística com base nos estudos de pesquisadores como Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986), Savignon (1983; 1991). Além disso, em nossa pesquisa, descrevemos o uso de realia em sala de aula, e em nosso recorte optamos pelos seriados norte-americanos. Ainda falando sobre a CLT, discorremos acerca da aula comunicativa apresentando suas características, bem como discutimos as quarto habilidades linguísticas: a leitura (reading), a escrita (writing), a habilidade oral (speaking) e habilidade de ouvir (listening), tratamos, igualmente, do ensino de gramática (teaching grammar), de vocabulário (teaching vocabulary), e cultura acompanhadas de sugestões de atividades relacionadas ao uso de seriados. A justificativa da escolha de seriados norte-americanos deu-se por se tratar de uma rica fonte cultural e linguística e dos chunks da língua inglesa e suas subdivisões collocations, phrasal verbs e idioms está centrado na cultura americana. Em nossa análise, fizemos o levantamento das referências culturais e linguísticas de um episódio do seriado Gilmore Girls - Pilot (Episódio Piloto) - utilizando o programa de computador Unitex® que realiza uma varredura no texto e localiza os chunks of language no roteiro do episódio e, por fim apresentamos algumas atividades baseadas na análise feita.

Este trabalho lida com unidades lexicais compostas por mais de uma palavra usadas com função referencial,ou seja, cada uma dessas unidades lexicais constitui um nome. Em uma sala de aula de ensino de língua inglesa para brasileiros, observou-se como o fato de o aluno 'enxergar' essas unidades lexicais pode ajudá-lo a ler um texto. / This study is about multi-word lexical units which have referential meaning, i.e., each unit is used as a name. In an English teaching classroom for Brazilian students it was noticed that making students aware of such lexical units may help them read a text.

Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.

This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.

<p>In our ever more international world, the English language plays an important role. This is</p><p>also reflected in its prominent position as a core subject in the Swedish school system. It is</p><p>therefore important that English teachers offer students an environment in which they have</p><p>the best possible opportunities to be successful in reaching the goals specified in the</p><p>syllabuses. One variable in a successful foreign language classroom is the teacher's usage</p><p>ofthe target language.</p><p>This study is about English teachers' views on the issue of target language usage in the</p><p>classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the</p><p>interviews show that the teachers are, more or less, in agreement that the target language</p><p>should be used all the time in the classroom. There are, however, occasions in which the</p><p>interviewed teachers do not work according to their own beliefs and methods and revert to</p><p>using Swedish. The main such occasions can briefly be said to be: explanation of grammar,</p><p>non-subject related "mentor's issues" and classroom management issues. In addition, this</p><p>study argues that the governing documents, previous research, as well as well-known</p><p>theories on the subject support a high usage of the target language by the teacher.</p>