Spelling suggestions: "subject:"Non-Native speakers""
51 |
Soudní tlumočení pro nerodilé mluvčí v trestním řízení (ČR) / Court interpreting for non-native speakers in criminal proceedings (Czech Republic)Koudelková, Zuzana January 2016 (has links)
The aim of the present theoretical-empirical thesis is to present the topic of court interpreting for non-native speakers, focusing on criminal proceedings in the Czech Republic. At first, the study looks into the context of Czech court interpreting, taking into account interpreters' tasks in individual stages of criminal proceedings and concentrating on communication situations in which non-native speakers take part. The topic of the second chapter is interpreting for non- native speakers in general. This chapter consists of findings and conclusions of studies published by Michaela Albl-Mikasa as well as other authors who address the topic of conference interpreting through lingua franca. The third chapter looks into interpreting for non- native speakers in the area of court interpreting. It is based on an analysis of findings obtained by lingua franca research in the field of conference interpreting against the background of general court interpreting theories. The empirical part provides a description of research based on hypotheses of a survey carried out by Michaela Albl-Mikasa transferred into the context of Czech court interpreting in criminal proceedings. The aim is to find whether interpreters, judges, state prosecutors, police officers and lawyers use different strategies when...
|
52 |
[en] TO SPEAK OR NOT TO SPEAK BEAUTIFUL ENGLISH?: THAT’S THE QUESTION: DILEMMAS OF A GROUP OF BRAZILIAN ENGLISH TEACHERS / [pt] TER OU NÃO TER O INGLÊS LINDO?: EIS A QUESTÃO: DILEMAS DE UM GRUPO DE PROFESSORAS BRASILEIRAS DE INGLÊSEVELLYN DORDRON AZEVEDO 08 August 2013 (has links)
[pt] O desenvolvimento desta pesquisa visa aprofundar entendimentos sobre a
produção, principalmente na modalidade oral, do inglês como língua estrangeira
(ILE). Após perceber-me detentora de questões relacionadas às minhas
identidades e à forma com que poderia ser percebida por demais indivíduos ao
utilizar tal língua estrangeira, realizei uma entrevista-conversa semi-estruturada e
informal com outras duas professoras de ILE. Através de uma abordagem
qualitativa interpretativista dos dados obtidos, percebi que nós vivenciávamos
tensões semelhantes. A análise do discurso gerado nas entrevistas-conversas teve
como foco as crenças das professoras com relação ao papel da língua inglesa,
como língua nativa e estrangeira, em contextos sociais contemporâneos e as
questões de identidades pessoais e profissionais. Na segunda fase da análise dos
dados, norteada pelos princípios da Prática Exploratória e da Prática Reflexiva,
promovi outras entrevistas-conversas com as mesmas professoras, separadamente.
Refletimos sobre nossas percepções e crenças expressas durante a primeira fase,
além de tratarmos sobre nossos posicionamentos nesse novo momento. Ao
analisar os dados das duas fases da pesquisa com o arcabouço teóricometodológico
adotado, entendi a complexidade de nossas questões e a
mutabilidade de nossas identidades e crenças de acordo com as experiências que
vivenciamos e os contextos nos quais estamos inseridas. No entanto, algumas
ideias ainda encontram-se profundamente enraizadas, resultando em tensões que
nos levam a habitar um entre-lugar de posicionamentos. / [en] The development of the current research aims at searching for
understandings about the production, especially in the oral modality, of English as
a Foreign Language (EFL). After perceiving myself as having issues related to
my social identities as well as to how I could be perceived by other individuals
when using such foreign language, a semi-structured conversation-interview was
arranged with two other participating EFL teachers. Through an interpretativist
qualitative approach towards the generated data, it was possible to realize that the
two participant teachers suffered from tensions similar to mine. The analysis of
the discourse generated through the conversation-interviews focused on the
teachers’ beliefs about the role of English, as a native and a foreign language,
within contemporary social contexts and on personal professional identity issues.
The second phase of this work, guided by the principles of Exploratory Practice
and of Reflective Practice, led us to other conversation-interviews with the same
participant teachers, separately. We reflected upon our perceptions and beliefs
expressed during the first phase, besides dealing with our positioning at that
moment. By connecting the insights obtained during the two research phases, I
could understand the complexity of the issues raised and the changeability of our
identities and beliefs according to the situations we experience and the contexts
we are part of. However, some ideas are deeply ingrained in our minds, resulting
in tensions that lead us to inhabit a middle-place of perspectives.
|
53 |
Specifika výuky anglického jazyka na druhém stupni základní školy s výchovně vzdělávacím programem podle Marie Montessori / Teaching English at Secondary School Level and its Specifics Considering the Educational Theory of Maria MontessoriHÁKOVÁ, Lada January 2016 (has links)
This thesis deals with teaching English at Secondary school level considering the educational theory of Maria Montessori. The aim of the thesis is to find out specifics of teaching English. The theoretical part presents Maria Montessori, who is considered to be a founder of Montessori pedagogy, her methods, principles and specifics. In the next part the thesis is focused on the role of the teacher and the pupil in this educational system. Next part is focused on the language teaching and on the acquisition of mother tongue and foreign language. In the conclusion of the theoretical part there is an introduction of General Educational Program of English language. The practical part describes teaching English at the Secondary school level considering the General Educational Program and thus by observing the classes and thanks to conversations with the teacher of English and pupils.
|
54 |
Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in IndiaGeorge, Stephen J 08 1900 (has links)
The purpose of this study was to better understand student learning in asynchronous computer-conference discourse (ASD) for non-native speakers of English in India through the Community of Inquiry (COI) framework. The study looked at ASD from an online course taught in the fall of 2015 to 25 students in a seminary in South India. All but one of the students were non-native speakers of English. The class consisted of 22 men and 3 women. Eight students spoke languages from the Dravidian family of languages (Malayalam, Tamil, Telegu and Kannada). Eight students were from the Northeastern states of Manipur, Nagaland and Tripura, where most languages are from the Sino-Tibetan family. Three students were native speakers of Indo-Aryan languages (Odiya and Assamese). Five students were from Myanmar representing several Sino-Tibetan languages. The COI is a framework used to understand learning in ASD, often used in online learning. To study the ASD of this group, critical discourse analysis (CDA) was used with the COI to capture the unique socio-cultural and linguistic conditions of this group.
The study revealed that non-native speakers of English often reach the Exploration phase of learning but rarely show evidence of reaching the Resolution phase. This phenomenon was also observed in native English speakers as reported in the literature. Also, the structure of ASD showed that students took an examination approach to discussion shaped in part by their epistemology. This examination approach shaped how knowledge was constructed. CDA also showed that the discourse acquired an instructor-centered structure in which Resolution and Repair were initiated and finalized by the instructor.
The study advances the COI framework by undergirding it with a theory of asynchronous discourse using critical discourse analysis and capturing cognitive, social and teaching presence phenomena for non-native speakers that were not observed through the traditional COI framework. These phenomena were driven by cultural, epistemological, and linguistic forces and require a rethinking of the COI for contexts outside of North America. The study also demonstrates that learning for non-native speakers in ASD is challenged by these very same forces. Therefore, design for online learning should account for these phenomena.
|
55 |
Světové angličtiny a angličtina jako lingua franca: reflexe globálních paradigmatických změn v České republice. / World Englishes and English as a Lingua Franca: a reflection of global paradigmatic changes in the Czech Republic.Quinn Novotná, Veronika January 2012 (has links)
Introduction: Presently, there are more people who speak English as a second and foreign language than there are native speakers. This situation results, among others, in the fall of the native speaker model and subsequently in gradually changing attitudes to standard(s) and to language and teaching authorities in general. Present thesis reflects these current developments, which are sometimes referred to as 'a paradigmatic shift'. Objectives: The first goal of the thesis was to decipher the terminological pluralism pertinent to the domain. Next, this research set out to investigate, how familiar the phenomenon of English as a lingua franca (ELF) is in the Czech Republic, and consequently to raise awareness about it. Finally, it was our goal to conduct vast research exploring if and how the questions of language ideology are reflected in the teaching practice and in teacher training. Methodology: Both quantitative and qualitative research methods have been applied throughout the research process. The quantitative research included nine originally devised questionnaires. Qualitative data were obtained via conducting semi-structured interviews. Altogether, data were collected from 595 respondents (298 teachers, 285 students and 12 scientists). Results: First, the research results revealed the...
|
56 |
Současné trendy ve vzdělávání a jejich aplikace v kvalifikačním studiu učitelů angličtiny / Current trends in education and their application in lifelong education of English teachersDvořák, Bohuslav January 2019 (has links)
This dissertation thesis deals with lifelong education, specifically a programme provided by the Department of English Language and Literature at Charles University, Prague. The thesis is divided into two parts: theoretical and research. In the theoretical part, the theoretical basis of lifelong education is analysed, as well as trends in selected aspects of it. In the research part, data about appropriate programmes from other European countries as well as curricula from other universities and colleges in the Czech Republic and from abroad are analysed. The results of the pilot stage, the questionnaire distributed among the successful participants of the lifelong education programme, which are followed by semi-structured interviews, are presented and compared. In addition, semi-structured interviews were conducted with the teachers teaching in this programme. Content analysis is used to process, compare and interpret the collected data with regard to the programme in question and to the aims of the thesis. The main aims of the dissertation thesis are to find out how similar programmes are structured in the Czech Republic and abroad, what expectations the participants had before starting the programme at Charles University and the extent to which they were met, and whether or not they regard the...
|
57 |
Of Pronunciation and Correctness : The current impossibility of ensuring equitable pronunciation education in Sweden / Om Uttal och Korrekthet : Den nuvarande omöjligheten att uppnå likvärdig uttalsundervisning i Sverigesundin, anton, Wenell, Viktor January 2021 (has links)
This paper aims at investigating how upper secondary school teachers of English in Malmö, Sweden abide by the curriculum criteria of having their learners develop correctness in speech, as well as what support English teachers receive with regard to pronunciation teaching from official steering documents. Furthermore, this paper attempts to critically evaluate and discuss potential options for pronunciation models or standards in education which hold sway in contemporary research. Through qualitative interviews with four upper secondary school teachers of English, the findings of this study indicate a discrepancy between the participants’ views on how ‘correctness’ should be interpreted as well as their methods for teaching and assessing pronunciation. In addition, none of the participants explicitly expressed a subscription to any particular pronunciation model or standard, but rather that they focused on intelligibility over native speaker accent accuracy. Through personal communications with the Swedish National Agency for Education (Skolverket) and a university professor of English at a teacher education programme, tendencies are observable of attempts at shifting responsibility for interpreting, understanding, and applying the syllabi, ultimately leaving individual teachers to uphold the demand of an equitable education through subjective interpretations of pronunciation teaching. The implications of this study suggest that the field of pronunciation teaching in both Swedish and international context is still underdeveloped and in desperate need of further research. Whilst this study may have limited reach or impact on the field as such, it may serve as an indicator for the problem at large for teachers, researchers and educational agencies as well as promoting an awareness of issues in the equitability of pronunciation teaching. This paper may also serve as a basis for discussion in teacher teams or other educational opportunities for teachers on the development of coherent pronunciation constructs.
|
58 |
EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South KoreaArk, Amanda K. 15 May 2020 (has links)
No description available.
|
59 |
Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in ContextTsuchiya, Shinsuke 29 December 2016 (has links)
No description available.
|
60 |
Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) TeachersKim, Yoon Jung 22 December 2016 (has links)
No description available.
|
Page generated in 0.0677 seconds