This study investigates the perceptions that second language students have of those who speak the language that these students are trying to acquire and examines how these perceptions relate to students' progress in acquiring the target language. The study is based on the psychological theory of the need to belong, i.e. belongingness as well as on the concept of integrative motivation. This study is a qualitative investigation that uses the Repertory Grid Technique and Personal Construct Theory in order to elicit subject perceptions and their constructs. Membership checking was carried out with nine of the originally interviewed 22 subjects in order to obtain more insight into the subjects' perceptions of themselves, their progress, and, most importantly, their perceptions of the target language speakers. One of the important findings in this study is the establishment of what elements second language students use to construct views of target language speakers. / The subjects of this study used specific culture, generic culture, language, and perceptions to try to understand target language speakers. Furthermore, those subjects who had graduated from the community college program from which the subjects were drawn and who were now working in the everyday world showed strong desire to integrate into English-speaking society. Conversely, these program graduates showed an increased degree of criticism of American English speakers. Their views may be attributed to the close contact and lack of preparation for contact with target language speakers, as the community college program contained little or no instruction on American English culture. / The perceptions of being marginalized expressed by the graduates, perceptions not shared by those students still in the community college program, indicate a need for a change in curriculum which would emphasize the students' social needs outside of and beyond the classroom and cultivate a sense of belonging to target language society. Belongingness and integrative motivation may well the key to a bright new future of second language acquisition. As more research is done on the significance of both concepts, and as they are increasingly incorporated into language learning classrooms, students should acquire target languages with greater ease. / by Robb Kvasnak. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2007. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2007 Mode of access: World Wide Web.

This study tests Newports Less is More hypothesis with a language teaching experiment. Computerized French language lessons were presented to forty-two adults over two one-hour sessions. Learning trials were presented either in full sentences to resemble the adult learning environment, or in small increments that gradually increased to full sentences, resembling the steadily expanding processing capabilities of children. Trials were also presented randomly or ordered such that multiple examples of the same objects and verbs were presented consecutively. Language proficiency tests were administered after the lessons. A 2 (Presentation: incremental or full sentence) x 2 (Order of presentation: blocked or random) mixed ANOVA was used to analyze the data. The incremental conditions outperformed the sentence conditions on all proficiency measures. There was no significant effect of the blocking manipulation. This outcome suggests that a teaching method based on Newport's Less is More hypothesis can be advantageous in learning a foreign language. / by Simone L. Chin. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Research in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented consecutively. Third, participants were instructed to gesture the actions of the verbs within sentences. All three methods were predicted to increase the likelihood of learning the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an adventure videogame designed for the learning of French vocabulary and grammar of French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Given the small body of existing research concerning focus on form at post-task stage in task-based language teaching, the present study adopts post-task transcribing as a focus on form activity and explores the effects of transcribing under various conditions. In addition, two task types are adopted in multiple task sessions to explore task effects and task practice effects on learners' oral performance. / Ninety-six participants, divided into five experimental groups and one control group completed four tasks with a one-week interval between each task. Different experimental groups were assigned various post-task activities respectively. No post-task activity was adopted in the control group. Task performance was measured in terms of complexity, accuracy, fluency and lexical performance. / The findings are multifaceted. First of all, the adoption of post-task transcribing was found to be efficient for different formal aspects of task performance. In the second place, the pair-based transcribing brought about more syntactically complicated language, whereas the individual condition at the post-task stage led to an improvement in lexical sophistication. Thirdly, further revision after transcribing had complex effects on accuracy and complexity. Fourthly, interactive tasks proved to be more promising for a better overall task performance. Last but not least, multiple task practices were found to be beneficial for learners' lexical performance. / The findings were discussed in light of the concept of noticing and attention, Levelt's speaking model, socio-cultural theory and other related SLA theories. Based on the theoretical discussion, pedagogical implications have been proposed. / This research argues that in task-based language teaching, more attention should be paid to the post-task stage regarding its effect on focus on form. Specifically, it suggests that (a) a post-task transcribing activity can be adopted as a feasible focus on form activity in L2 classrooms; (b) different conditions for the operation of post-task transcribing may bring about distinct effects on various aspects of task performance; (c) different task types have different effects on learners' performance; (d) multiple task sessions are necessary for L2 language improvement. Further, the present study calls for a process-product approach in further studies concerning the effects of post-task focus on form activities. / Li, Qian. / Adviser: Peter Skehan. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 254-278). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix III also in Chinese.

The purpose of this study was to determine the difference in the short term and and long term second language (L2) gains of first year Spanish students exposed to the Audiolingual Method (ALM) and the Natural Approach. The experiment consisted of two randomly selected groups which were exposed to four presentations. Two of these presentations delivered content material following a Natural Approach lesson design while the other two delivered content material following an ALM lesson design in such a way that both groups were exposed to two ALM lessons and two Natural Approach lessons. All subjects were pre-tested prior to the delivery of these lessons and subsequently tested after the first lessons for short term L2 gains. They were then re-tested after several weeks to measure long term L2 gains. The number of subjects that participated in the experiment was 249 and included all enrolled first year Spanish students at Oregon State University for the 1992 fall term. The data were analyzed using the two-way analysis of variance. The results of the investigation indicated that teaching method was not a significant factor in students' short term and long term L2 aquisition gains. The study thus implies that neither the Natural Approach nor the ALM can be considered superior in terms of quantifiable student gains and retention. Recommendations for further study are presented.

Recent research has found that the use of good language learning strategies can affect students' chances of gaining proficiency in a second language. The purpose of this study was to see if there is a relationship between strategy use and language learning proficiency. It sought to answer these questions: (1) Does a successful learner use different strategies on specific tasks than does a less successful learner? and (2) Will the successful learner use more metacognitive and affective strategies while doing tasks than will a less successful learner? For the first part of the study, 17 students in an ESL program at an urban university in the northwest were selected. Using the results from a self-report survey, the Strategy Inventory for Language Leaming (SILL), and the students' scores from standardized examinations, these students were divided into two groups, a proficient group and a less proficient group. For the second part of the study, two subjects from the first part (one proficient and one less proficient) were selected to participate in a Think-Aloud protocol as they completed three tasks. The objective was to see if these two students used different strategies as they completed specific tasks and if the proficient learner used more metacognitive and affective strategies that the less proficient learner. Mean scores were computed for the subjects on the first part of the study. Two-tailed probability tests were computed to determine if differences existed between the proficient and less proficient group. A significant difference was found between the two groups strategies from the memory strategy group. Analysis of the second part of the study revealed that the successful student used more of the appropriate strategies on two out of three of the tasks than did the less proficient learner and only slightly less of the appropriate strategy on the other task. The successful learner employed more metacognitive strategies on two out of three of the tasks and she used more of these strategies overall. The successful learner also used more affective strategies on all tasks. The practical benefit of the study is that student awareness of good strategy use, tailored to specific tasks could lead to improved second language acquisition.

Thesis (M.ED.) --University of Limpopo, 2009 / The study looks at the attitudes of students towards the use of their source languages at the Turfloop campus, University of Limpopo. The study is aimed at finding out the reasons why students have attitudes towards their source languages, whether these attitudes are negative or positive. More specifically, the research focuses on, among other things, the students‟ attitudes towards their mother tongue as compared to English and their options and beliefs about the use of importance of English is outlined. The survey methods used are questionnaire survey as well as follow-up interview, supplemented by on campus observation. The results are first analysed as a whole, and then split into different according to as set of background variables (gender, year of study, subject studied etc). This analysis indicates that, while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of their source languages. This is part of a growing set of surveys on the attitudes of university students towards the use of African languages in education, and can be fruitfully compared with similar research at other institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy in the University of Limpopo.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

The literature on autonomy in language education has primarily focused on the development of a theoretical basis for the construct of autonomy and the implementation of educational initiatives aimed at fostering it. Research on the efficacy of autonomous learning has examined the more accessible aspects such as self-access learning and a range of factors that influence its development. Comparatively speaking, the evaluation of autonomous learning initiatives remains on the peripheral limits of research in the field. This study was aimed at addressing this perceived gap in the literature. In evaluating the autonomy-enhancing initiatives offered at the English Language Centre of a major university in Hong Kong, the study adopted a grounded theory approach to understand the social world of the Centre in which participants’ behaviours and practices contribute to a particular culture of learning. The evaluation was informed by data from interviews, observations, questionnaires, and learner portfolios documenting tutors and learners’ experience of autonomous learning. It was designed to gain an understanding of participants’ perceptions of programme reality and of how the programme itself was situated towards achieving its goal of fostering learner autonomy. Evaluation outcomes have created a composite picture of the socially constructed nature of the construct of learner autonomy. The insights gained into the value systems that exist in this social setting have shown how, despite the lingering influence of beliefs ingrained in past experiences, individuals’ perceptions have evolved with exposure to new learning environments. Learners have exploited the freedom extended within this social context to create personally relevant and meaningful learning experiences that have enabled them to examine existing understandings and progress towards developing new identities as proactive individuals. Tutors have functioned as reflective professionals and created their own spheres of influence to stimulate understanding of learning processes and position their learners favourably towards the self-management of learning. Constraints characteristic of innovation introduced in institutional contexts have resulted in tensions arising at the interface of beliefs and engagement for both tutors and learners. However, they have been able to conceptualise the freedom that autonomy pre-supposes in terms of negotiating situational constraints and working with the possibilities within their context and have progressed towards establishing some control over their practices. The study has substantiated the notion of autonomy as a socially embedded phenomenon. While psychological ideals such as motivation, willingness and ability influence its development, the social environment which is organised to extend a range of meaningful options that develop and support an individual’s autonomy is also of significance, as it ensures that the exercise of autonomy has value in terms of what an individual needs to achieve in life. It thus highlights the importance of providing learning experiences that are personally relevant and meaningful, as they position the learner not only for autonomy in learning, but also towards the overarching concept of autonomy in life. Finally, the study also provides some useful insights into the evaluation of autonomous learning schemes. / published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

As Carless (2007) and Johnson (2001) have pointed out, task-based language teaching (TBLT) has been a subject of immense interest within contemporary English language teaching. However, little is known about TBLT in the context of English as a foreign language such as Cambodia. Recognizing this gap, this study was initiated in order to investigate the feasibility of adopting TBLT in a university setting in Cambodia. The research method for this study involved semi-structured interviews with six university lecturers and a questionnaire survey with 143 third-year students at that same university. It also analyzed the current textbook and some supplementary teaching materials the six teachers used. The study found that a genuine task-based approach was not viable in this particular context due to several such constraints as students’ demands for direct grammar instruction; teachers’ insufficient knowledge of TBLT; teachers’ overriding use of an analytical P-P-P approach; the nature of the textbook; norm-referenced, knowledge-based examinations; etc. Rather, the findings suggested that task-supported language teaching might be more likely to be feasible in this setting. Based on these findings, pedagogic implications and the future research are discussed in the Cambodian context. / published_or_final_version / Education / Master / Master of Education