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<p>This study uses an interdisciplinary approach in the analytical framework combining Systemic Functional Linguuistic theoty (SFL) (Martin 1992 / Halliday 19994) and critical discourse analysis (CDA) (Wodak 7 meyer 2001 / Fairclough 1989, 1993, 1995, 2001). Further, the study draws on christie's (1997, 2001, 2002, 2005) work on classroom discourse analysis, which in turn builds on Bernstein's (1990, 1996, 2000) model on pedagogic practice and interaction, to examine dominanceand power relationsin the classroom. The interdisciplinary approach enabled this study to evaluate Al-Thadi university students' English language competence, linguistically and textually.</p>

The following work is based on the proposition that foreign languages are primarily acquired for the purpose of communication in a multicultural context. This communicative aspect of language is my main concern. The thesis defines the theoretical and practical implications of an action-orientated language teaching environment. I base my own work on the theory of speech acts as elaborated by John L. Austin and John R. Searle, as well as Ludwig Wittgenstein's theory of language games. I corroborate the theory of speech acts as being defined and established in any act of communication, such as a conversation. This leads me to the examination whether such language games can be realized through applying action-orientated teaching methods to teach foreign languages. Within the context of this thesis, I examine whether these methods can effectively improve the student's ability to communicate. This work favors integrated methodical procedures that engage the student in playacting in the foreign tongue.

This thesis examines how a group of culturally and linguistically diverse Toronto secondary students perceive their present and previous writing experiences, ESL instruction and theories about writing in a first and second language. Data analysis included interviews with eight students, participant observations in their ESL classroom, literacy events and analysis of their written texts.

To argue that inferences drawn from a test of writing are valid, empirical evidence must demonstrate that the test adequately represents the construct it is designed to measure (Messick, 1998). The writing component of the Canadian Academic English Language (CAEL) Assessment, was developed in the early 1990's to represent the construct of English in use for academic purposes (EAP). Since that time, EAP approaches have been criticised within the fields of both language testing (Alderson, 1993; Clapham, 2001) and genre and composition studies (Freedman, 1999). Writing is currently viewed as a "site of social and ideological action" (Schryer, 1994), embedded within, and interacting with the disciplinary, historical, political and cultural contexts in which it acts (Freedman and Medway, 1994; Norton, 1995). Informed by cultural-historical Activity Theory (Cole and Engestrom, 1994; Vygotsky, 1989), this research examines the "social actions" which characterise performance on the CAEL writing test in relation to two other tests of English as a Second Language (L2) writing, the personal essay and the timed-impromptu essay. In Study 1, the semiotic potential of each test is defined by analysis of the verbal accounts of 4 raters and 20 test takers. In their accounts, what separates the EAP writing test from the other tests of writing is the academic expertise the EAP test elicits. In Study 2, the scores from n = 375 EAP essays and n = 271 cloze tests are compared in order to examine how much of the variance in each test is accounted for by academic expertise. Taken together, Studies 1 and 2 provide empirical evidence of what performance on the EAP writing test means to those engaged in the activity of testing. Evidence that the EAP writing test represents a construct, which has been reconceptualized to reflect current theories of writing, addresses the criticism of EAP-based tests and provides a model of inter-disciplinary test validation in relation to evolving construct

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This quasi-experimental study was designed to investigate the effects of negative feedback on second language acquisition and to determine the potential benefits of two different negative feedback techniques, namely recasts and elicitation. The research hypotheses were: 1) Learners who are exposed to communicative activities that include a NF component will benefit more than those who are exposed to communicative activities only; 2) Elicitation will be more effective than recasts in leading to L2 development; 3) Elicitation will be more effective than recasts for both low and high proficiency learners.

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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students. / Department of English

The purpose of this creative project is to provide a manual for French teachers who wish to incorporate a cultural element with emphasis on religion into their course. In preparing these materials, the author has had the Christian school especially in mind.The Christian school movement is developing rapidly in the United States today. These schools along with Catholic parochial schools train a significant segment of our society. Because such schools are Christocentric in philosophy, they require supplementary materials not provided by secular publishers.This Creative Project contains a teacher's manual which is divided into three sections. Each of these sections is developed around the theme of a religious holiday. Teachers aids include prayer forms in French, pertinent Scripture passages, and songs to accompany the theme. The instructor will also find grammar explanations, vocabulary helps, and comments on French customs.There are worksheets and illustrations that can be duplicated and used in the classroom as learning aids. The teacher may also profit from program ideas and other activities designed to stimulate students in the language learning process.This project is aimed at preparing materials that will appeal to young teens and will also be practical for a busy instructor.