published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

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Note: / This study is a verification of Hartnett’s (1975) claim on correlation between cognitive style, lateral eye-movement, and success in deductive versus inductive foreign language learning. Subjects were 123 native English or French speaking students in two different types of beginners German language classes. Results show that subjects exhibiting a global cognitive style learn well with an inductive method and not as well with a deducti~e method. Students exhibiting an analytic cognitive style learn well with a deductive method but also well with an inductive method. The subjects’ cognitive styles were measured by the Group Embedded Figures Test. There is no correlation between handedness and cognitive style or language proficiency. If we assume that non-right-handers are less lateralized for language functions than right-handers, then the results suggest that cognitive style is independent of language lateralization. Results do not support the validity of lateral eye-movement as a measure of cognitive style. / Cette etude verifie 1e postulat de Hartnett (1975) selon lequel une correlation existe entre style cognitif, direction du regard et succes dans 1 ‘apprentissage deductif et inductif d’une langue etrangere. Les 123 sujets qui ont participe a cette experience avaient pour langue maternelle 1 ‘anglais ou le francais et s’initiaient a l'allemand selon deux methodes differentes d’enseignement. Les resultats montrent que les sujets manifestant un style cognitif global apprennent bien avec une methode inductive et moins bien avec une methode deductive. Les etudiants manifestant un style cognitif analytique apprennent bien avec une methode deductive, mais aussi bien avec une methode inductive. Les styles cognitifs des sujets ont ete determines par le “Group Embedded Figures Test". Il n’y a pas de correlation entre la preference manuelle et le style cognitif ou la competence linguistique. Si l'on suppose que les fonctions du langage sont moins lateralisees chez les non-droitiers que chez les droitiers, les resultats suggerent que le style cognitif est independant de la lateralisation du langage. Les resultats ne confirment pas la validite de la direction du regard pour determiner 1e style cognitif d'un individu.

This case study explores the impact of a specially designed programme of communicative strategies: role-play, group-work, pair-work, and information gap activities, on English second language proficiency. The aim of this programme is to promote teacher guided, constructive learner talk in the outcomes-based education (OBE) classroom. The case study, which took place in a multilingual secondary school in Durban, focused on four groups of Grade 8 learners in 2003, and the same four groups of learners in Grade 9 in 2004. This thesis presents an account of my research in three parts and nine chapters. Part I introduces and locates the study. Part 2 presents theory and evidence to support the core arguments presented, the design of the project, and its methodology. Part 3 focuses on the research process, the findings and the implications for future policy and practice. In Chapter 1 the key issues and questions for the exploration of pedagogical strategies for verbal interaction are presented. Language pedagogy in South African schools from the onset of the apartheid era to the present is reflected on, to show that past methods have disadvantaged ESL learners. The history of language policy and practice in African education in South Africa from 1948 to 2003 is reviewed in Chapter 2. The aim is to illustrate that language policy and practice can have a positive impact by lowering the Affective Filter of ESL learners. In Chapter 3 a review of research on English second language learning is offered to support the theoretical framework. The principles of pedagogy that inform the design of the Classroom Talk Programme are the focus of Chapter 4. Chapter 5 outlines a design for a Classroom Talk Programme and interactive tasks in three Units. Chapter 6 considers possible research methodologies, the quasi-experimental research process, the study context and the sample. Part 3 presents the findings of the CT Programme organized into themes. Chapter 7 focuses on the learner and educator perceptions of lowered Affective Filters and learner confidence and proficiency and the implications for assessment for progression purposes. The third theme, which is the focus of Chapter 8, is concerned with managing pedagogy and assessment in large 'multilingual' classrooms. Finally, Chapter 9 examines the issues surrounding micro school-based language policies and practices. The CT Programme is critically reflected on in relation to its advantages and disadvantages and what has been achieved in this case study. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.

This creative project consists of a course syllabus and materials based on the functional approach. It was designed for students of English at Universidade Federal do Para in Brazil.The first chapter is about the teaching-learning situation where the syllabus will be applied; the second chapter is the proposed syllabus; the third chapter consists of the teacher's manual; and the fourth chapter is the students' book.

Thesis (M.A.)--California State University Channel Islands, 2009. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed October 20, 2009).