by Gu Yongqi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 145-151.

Wong Shee-hei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 173-181). / Abstracts in English and Chinese. / List of Abbreviations --- p.iii / List of Tables and Figures --- p.v / Abstract / -English --- p.vii / -Chinese --- p.iv / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1. --- An Overview --- p.1 / Chapter 1.1.1 --- Reasons for the Study --- p.2 / Chapter 1.2. --- Previous Research --- p.7 / Chapter 1.2.1. --- Studies on the Acquisition of Chinese as Second Language --- p.8 / Chapter 1.2.2. --- Studies on the Acquisition of English Passives by ESL learners --- p.12 / Chapter 1.2.3. --- Studies on the English L2 Overpassivization Errors ´ؤ Passivization of Unaccusative Verbs by ESL --- p.14 / Chapter 1.3. --- Theories of Interlanguage --- p.19 / Chapter 1.3.1. --- Prior Linguistic Knowledge and Language Transfer --- p.19 / Chapter 1.3.2. --- Language Universals and Universal Grammar --- p.22 / Chapter 1.4. --- Research Question of the Present Study --- p.24 / Chapter 1.5. --- Preview of Other Chapters --- p.24 / Notes to Chapter One --- p.25 / Chapter Chapter Two: --- Passive Constructions and Related Structures in Chinese and English --- p.27 / Chapter 2.0. --- Introduction --- p.27 / Chapter 2.1. --- Chinese Passives --- p.29 / Chapter 2.1.1. --- Chinese Bei-passives --- p.32 / Chapter 2.1.1.1. --- Some Characteristics of Chinese Bei-passives --- p.35 / Chapter 2.2. --- English Passives --- p.41 / Chapter 2.2.1. --- English Be-passives --- p.42 / Chapter 2.2.2. --- Get/Have-passives in English --- p.44 / Chapter 2.3. --- Structures related to Passives --- p.46 / Chapter 2.3.1. --- Topic Structures --- p.46 / Chapter 2.3.1.1. --- Topic-comment Structure in Chinese --- p.47 / Chapter 2.3.1.2. --- Topic Structure in English --- p.50 / Chapter 2.3.2. --- Unaccusative Verbs --- p.50 / Chapter 2.3.2.1. --- Chinese Unaccusative Construction --- p.53 / Chapter 2.3.2.2. --- English Unaccusative Construction --- p.56 / Chapter 2.3.2.3 --- Japanese Unaccusative Construction --- p.58 / Chapter 2.4. --- Conclusion and Interlanguage Problems Predicted --- p.60 / Notes to Chapter Two --- p.62 / Chapter Chapter Three: --- Methodology --- p.64 / Chapter 3.1. --- Aims of the Experiment --- p.64 / Chapter 3.2. --- Research Hypotheses --- p.65 / Chapter 3.3. --- Subjects in the Experiment --- p.68 / Chapter 3.4. --- Types of the Test Structures --- p.70 / Chapter 3.5. --- Experiment Materials --- p.75 / Chapter 3.5.1. --- The Picture Description (PD) Task --- p.75 / Chapter 3.5.2. --- The Grammaticality Judgment (GJ) Task --- p.77 / Chapter 3.6. --- Experimental Procedure and Test Scoring --- p.83 / Notes to Chapter Three --- p.84 / Chapter Chapter Four: --- Results of the Experiment --- p.85 / Chapter 4.1. --- Overall Results --- p.85 / Chapter 4.1.1. --- The Picture Description (PD) Task --- p.86 / Chapter 4.1.2. --- The Grammaticality Judgment (GJ) Task --- p.101 / Chapter 4.2. --- English-speaking Learners verse Controls --- p.119 / Chapter 4.3. --- Japanese-speaking Learners verse Controls --- p.125 / Chapter 4.4. --- Possible Shortcomings of the Experiment --- p.126 / Chapter 4.4. --- Conclusion --- p.127 / Notes to Chapter Four --- p.128 / Chapter Chapter Five: --- Discussion and Conclusions --- p.129 / Chapter 5.1. --- The Research Questions and Hypotheses --- p.129 / Chapter 5.2. --- A Summary of the Findings in the PD Task --- p.131 / Chapter 5.3. --- A Summary of the Findings in the GJ Task --- p.132 / Chapter 5.4. --- Some Important Issues --- p.133 / Chapter 5.4.1. --- Evidence of Ll Transfer --- p.133 / Chapter 5.4.2. --- Overpassivization of Chinese Unaccusative Verbs and the Universality of Overpassivization Phenomenon in IL Grammar --- p.136 / Chapter 5.4.3. --- Further Difficulties in the Acquisition of Chinese Passives and Related Structures --- p.139 / Chapter 6.5. --- Conclusions --- p.140 / Chapter 6.6. --- Suggestions for Further Studies --- p.142 / Appendices --- p.145 / References --- p.173

by Chan Mable. / Thesis submitted in 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 120-124). / Abstract also in Chinese. / Chapter Chapter1 --- Second Language Acquisition Research: Background to the Present Study / Chapter 1.1 --- Introduction / Chapter 1.2 --- Rationale for the Present Study / Chapter 1.2.1 --- Structures and Properties of Middles and Unaccusative Verbs in English / Chapter 1.2.1.1 --- Derivation of Middles / Chapter 1.2.1.2 --- Derivation of Unaccusative Verb Structures / Chapter 1.2.2 --- Common Properties Shared by Middles and Unaccusative Verbs / Chapter 1.2.3 --- SLA Studies on L2 Acquisition of Middles and Unaccusative Verb Structures / Chapter 1.3 --- Research Issues / Chapter Chapter2 --- Theoretical Issues / Chapter 2.1 --- Introduction / Chapter 2.2 --- Why Is It Difficult to Acquire Middles and Unaccusative Verbs? / Chapter 2.2.1 --- "Common Properties shared by Passives, Middles and Unaccusatives" / Chapter 2.2.2 --- "The Differences between Passives, Middles and Unaccusatives" / Chapter 2.3 --- A Comparison of the Middles and Unaccusative Verbs in L1 and L2 / Chapter 2.3.1 --- The issue of L1 Transfer / Chapter 2.3.2 --- Middles in Cantonese / Chapter 2.3.3 --- Unaccusative Verbs in Cantonese / Chapter 2.4 --- Predictions of Difficulties posed by both structures / Chapter 2.4.1 --- Middles / Chapter 2.4.2 --- Unaccusative Verbs / Chapter Chapter3 --- Methodology and Results / Chapter 3.1 --- Experiment / Chapter 3.2 --- Subjects / Chapter 3.3 --- Procedures / Chapter 3.4 --- Rationale of the Tasks / Chapter 3.4.1 --- The Grammaticality Judgment Task / Chapter 3.4.2 --- Picture Description Task / Chapter 3.5 --- Scoring Method / Chapter 3.6 --- Results of the Picture Description Task / Chapter 3.7 --- Results of the Grammaticality Judgment Task / Chapter 3.8 --- Diagnostics of Middle Constructions and Unaccusative Verbs / Chapter 3.9 --- Prompting Effect / Chapter Chapter4 --- Discussion and Conclusion / Chapter 4.1 --- Research Issues Revisited / Chapter 4.2 --- Acquisition Problem with the Middle Construction / Chapter 4.3 --- Acquisition Problem with Unaccusative Verbs / Chapter 4.3.1 --- Paired Unaccusative Verbs / Chapter 4.3.2 --- Unpaired Unaccusative Verbs / Chapter 4.4 --- Do L2 Learners have Knowledge of Middle Constructions and Unaccusative Verbs? / Chapter 4.5 --- Developmental Patterns of L2 Learners in Acquiring English Middle Constructions and Unaccusative Verbs / Chapter 4.6 --- Is there L1 Transfer? / Chapter 4.7 --- How to Account for the Difficulties Posed by Middle Constructions and Unaccusative Verbs / Chapter 4.7.1 --- Acquisition of Unaccusative Verbs / Chapter 4.7.2 --- Acquisition of the Middle Constructions / Chapter 4.8 --- Incompleteness' and 'Divergence' in Second Language Acquisition / Chapter 4.9 --- Conclusion / References / Appendix I / Appendix II

The aim of this study is to find out the pupils’ thoughts and experiences about speakingEnglish for second language acquisition in upper secondary school. We want to establish thatoral communication is an important factor towards fulfilling the criteria to strive for indeveloping the pupils’ knowledge and skills in language learning according to the Curriculumfor Compulsory School System (Skolverket, 2006) and the Syllabus for the English Subject(Skolverket, 2001).The background presents theoretical approaches in second language acquisition, such asVygostskij’s, Piaget’s and Krashen’s theories of language acquisition. Communicativecompetence, affective factors, strategies and speech-codes used in the learning process havealso been briefly described in this study.The methods used for collecting data were observations and interviews, with a qualitativesurvey and hermeneutic approach in focus. The research took place in three different schoolsin a municipality in southwest of Sweden. For the observations, there were 71 pupilsparticipating in this study and 37 pupils wanted to collaborate for the interviews. No teacheror school workers were involved or participated in the observations or interviews. We wantedto keep the pupils’ point of view about how they use verbal language skills in English to gainknowledge about the target language. / Uppsatsnivå: C

Increasing numbers of Hispanic immigrants are entering the US (US Census Bureau, 2011) and are learning American English (AE) as a second language (L2). Many may experience difficulty in understanding AE. Accurate perception of AE vowels is important because vowels carry a large part of the speech signal (Kewley-Port, Burkle, & Lee, 2007). The relationship between native language and L2 vowel inventories causes some vowels to be more difficult to perceive accurately than others (Best & Tyler, 2007). The present study examined the patterns with which early and late Spanish-English bilingual adults assimilate AE vowels to their native vowel inventory and the accuracy with which they discriminate and identify the vowels. Early bilingual listeners demonstrated similar perceptual assimilation patterns to late bilingual listeners, but judged AE vowels as less Spanish sounding than did late learners. Additionally, discrimination and identification accuracy of L2 vowels improved with early age of L2 acquisition. However, early bilingual listeners’ vowel perception was not native-like. Certain AE vowels (/ʌ/, /ɑ/ and /æ/) were difficult to discriminate and identify. Perceptual assimilation patterns predicted categorial discrimination accuracy, an outcome posited by the Perceptual Assimilation Model-L2 (Best & Tyler, 1997).

Reading in a second language (L2) is considered a necessary skill in increasingly globalized societies. Not only is reading for purposes of comprehension necessary for survival, also reading in an L2 is an important means by which L2 acquisition occurs, particularly where vocabulary is concerned. Consequently, there is a strong demand for L2 research to investigate the instructional conditions that will best promote reading comprehension and vocabulary through efficient and effective reading strategies. The current study addressed this dual need, reading comprehension and vocabulary acquisition, through an investigation of a particular type of pedagogical intervention, repeated reading (RR; i.e., multiple encounters with the same text), with high school English language learners in Taiwan. The study examined the effects of three conditions – Unassisted RR (repeated reading only), Assisted RR (repeated reading plus listening), and Control – on the participants’ reading comprehension and incidental vocabulary acquisition through a pre-test, post-test, and delayed post-test design. The results of the data from 42 participants suggested that L2 RR did not promote reading comprehension, nor did it contribute to a transfer of practice effect to new text in terms of reading comprehension. However, there were statistically significant incidental vocabulary gains and retention for the Unassisted RR group and some vocabulary gains for the Assisted RR group. When the percentage of unknown words of a text reached 10% and the participants were not provided with additional support, five repeated encounters with the text (over eight treatment sessions) were found to be inadequate in promoting reading comprehension. Nonetheless, the participants provided with such challenging condition still benefited from the incidental vocabulary acquisition. Findings may imply that a certain threshold of proficiency (e.g., percentage of known words of a text) is necessary for the beneficial effects of repeated reading to support comprehension. Additionally, RR alone may still be insufficient and additional support to RR may still be necessary for L2 learners dealing with difficult texts.

O crescente interesse pela aprendizagem do português na modalidade brasileira (PB) tem levado muitas instituições nacionais a pesquisarem os diferentes modos de aquisição do português como língua materna e suas possíveis influências na aprendizagem de português como língua estrangeira, além de buscarem metodologias de ensino e prepararem profissionais, tornando-os capacitados para o ensino de Português a Falantes de Outras Línguas (PFOL). A experiência com alunos estrangeiros leva-nos a um constante questionamento a respeito do como fazer e quais as maiores dificuldades que o PB oferece a quem se interessa em aprendê-lo. Os sons do português na modalidade brasileira, particularmente os nasais, oclusivos, fricativos e laterais foram abordados neste trabalho, no qual se procurou realizar um estudo comparativo entre a ocorrência ou não destes nas línguas maternas dos informantes, a saber, espanhol falado nas Américas e inglês estadunidense e quais os possíveis obstáculos enfrentados por alunos dessas nacionalidades ao produzirem os sons do PB. Por meio da gravação de quatro informantes, denominados aqui sujeitos-aprendizes, analisamos quais sons oferecem dificuldades de produção e procuramos identificar em quais situações elas ocorrem. A metodologia escolhida foi a da gravação da leitura dos quatro informantes que, num primeiro momento, leram uma lista contendo 43 palavras e, numa segunda etapa de coleta de dados, leram um pequeno texto. As conclusões a que chegamos com a análise dos resultados obtidos levam-nos a ratificar a relevância da formação dos profissionais que atuam ou pretendem atuar no ensino de português para estrangeiros, além da necessidade premente de manuais didáticos que contemplem não somente as questões gramaticais e culturais da língua, mas também as questões fonéticofonológicas que caracterizam o PB. / The increasing interest on learning Brazilian Portuguese(BP) has moved many universities and other national institutions towards researches on different manners of Portuguese acquisition as first language (L1) and some possible influences on acquisition of Portuguese as a second language (L2), as well as a search for teaching strategies and for preparing teachers, making them capable to teach Portuguese as a Foreign Language. The experience with foreign students leads us to a frequent questioning about how to do (how to teach) and what may be the main difficulties offered by BP to those who want to learn it. The sounds of BP, particularly the nasals, fricatives, oclusives and liquids were studied, trying to do a comparative study between the occurence or not of them in the four subjects first language, i.e, Spanish spoken in America and English spoken in the United States and what could be predicted as obstacles to be faced by students who have these languages as their L1 when they produce the sounds of BP. We recorded 4 subjects, identified in this work as subject-learners and analyzed which are the sounds that may be difficult to produce, trying to identify in what situation they occur. As methodology, we chose to record the four subject-learners readings who, in a first moment, read a list of 43 words and, at a second phase of the data collection, read a short text. The conclusions we came up with when analyzing the data confirmed the relevancy of teachers well prepared to teach Portuguese as a foreign language, as well as teaching books that comprise not only grammar and cultural aspects of the BP but also phonetic-phonological aspects pertaining to BP.

No description available.

Chan Hoi Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 202-209). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINSES) --- p.iii / ACKNOWLEGEMENTS --- p.iv / LIST OF FIGURE AND TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Motivation in Second Language Learning Context --- p.6 / Chapter 2.2.1 --- Social-psychological Approach to Motivation --- p.6 / Chapter 2.2.2 --- Motivation in the Social-educational Model --- p.9 / Chapter 2.2.2.1 --- The Motivation Constructs --- p.9 / Chapter 2.2.2.2 --- Integrative and Instrumental Dimensions --- p.11 / Chapter 2.2.2.3 --- Instrumental Motivation and Language Achievement --- p.13 / Chapter 2.2.2.4 --- The Roles of Parents in Attitudes and Motivation --- p.14 / Chapter 2.2.3 --- An Expansion of Motivation Constructs in Socio-educational Model --- p.16 / Chapter 2.2.4 --- Causal Link between Motivation and L2 Achievement --- p.18 / Chapter 2.3 --- Motivation in Foreign Language Learning Context --- p.19 / Chapter 2.3.1 --- The Role of Instrumental Motivation --- p.19 / Chapter 2.3.2 --- The Need for Achievement and Attributions about Past Failures --- p.20 / Chapter 2.3.3 --- Linguistic Self-confidence --- p.21 / Chapter 2.3.4 --- A Theoretical Framework of Motivation --- p.22 / Chapter 2.4 --- Motivation as in Self-determination Theory --- p.25 / Chapter 2.4.1 --- Intrinsic and Extrinsic Motivation --- p.25 / Chapter 2.4.2 --- A Continuum --- p.25 / Chapter 2.4.3 --- Intrinsic/Extrinsic Motivation and Language Outcome --- p.27 / Chapter 2.5 --- Motivation and Autonomy --- p.28 / Chapter 2.5.1 --- Motivation: An Outcome of Autonomy --- p.28 / Chapter 2.5.2 --- Motivation: A Source of Autonomy --- p.29 / Chapter 2.6 --- A Dynamic Approach of Motivation --- p.30 / Chapter 2.6.1 --- A Qualitative Exploration of Motivation --- p.31 / Chapter 2.7 --- Motivation and Language Learning Behaviour/Use --- p.34 / Chapter 2.7.1 --- Investigation on Successful Language Learners --- p.34 / Chapter 2.7.2 --- Language Learning Strategies of Successful Language Learners --- p.34 / Chapter 2.7.3 --- Motivation and Language Learning Strategies --- p.35 / Chapter 2.7.4 --- Motivation and Language Classroom Behaviour --- p.37 / Chapter 2.8 --- Motivation to Learn English in the Local Context --- p.39 / Chapter 2.8.1 --- English Learning in Hong Kong --- p.39 / Chapter 2.8.2 --- Motivation Constructs in Hong Kong: An Overview --- p.41 / Chapter 2.8.2.1 --- A Strong Instrumental Orientation --- p.41 / Chapter 2.8.2.2 --- A Small Proportion of Integrative Motivation --- p.44 / Chapter 2.8.2.3 --- A Dynamic Local Qualitative Study --- p.45 / Chapter 2.8.2.3.1 --- Motivation and English achievement --- p.46 / Chapter 2.8.2.3.2 --- The development of motivation --- p.47 / Chapter 2.9 --- Rationale for Present Study --- p.50 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER 3 --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Research Design --- p.54 / Chapter 3.2.1 --- Qualitative Research Paradigm --- p.54 / Chapter 3.2.2 --- Limitations of Quantitative Paradigm --- p.55 / Chapter 3.2.3 --- Longitudinal Qualitative Design --- p.56 / Chapter 3.2.4 --- The Case Study Design --- p.56 / Chapter 3.2.4.1 --- A Multiple Case Design --- p.58 / Chapter 3.3 --- Participants --- p.58 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.60 / Chapter 3.3.1.1 --- Demographic and Language Background --- p.60 / Chapter 3.3.1.2 --- Examination Results --- p.60 / Chapter 3.3.1.3 --- Level of Motivation --- p.61 / Chapter 3.3.1.3.1 --- Survey --- p.61 / Chapter 3.3.1.3.2 --- Language Learning Narrative --- p.62 / Chapter 3.3.2 --- Profile of the Participants --- p.62 / Chapter 3.4 --- Data Collection Instruments --- p.65 / Chapter 3.4.1 --- Survey --- p.66 / Chapter 3.4.1.1 --- Construction of the Survey --- p.67 / Chapter 3.4.1.2 --- Design of the Survey --- p.69 / Chapter 3.4.2 --- Language Learning Narrative --- p.71 / Chapter 3.4.3 --- Semi-structured Interviews --- p.72 / Chapter 3.4.3.1 --- Design of Interview Protocols --- p.73 / Chapter 3.4.4 --- Pilot Testing --- p.75 / Chapter 3.5 --- Data Collection --- p.76 / Chapter 3.5.1 --- Survey --- p.76 / Chapter 3.5.2 --- Language Learning Narrative --- p.78 / Chapter 3.5.3 --- Semi-structured Interviews --- p.78 / Chapter 3.6 --- Data Analysis --- p.79 / Chapter 3.6.1 --- Survey --- p.80 / Chapter 3.6.2 --- Language Learning Narrative --- p.80 / Chapter 3.6.3 --- Semi-structured Interviews --- p.81 / Chapter 3.6.4 --- Triangulation of Data --- p.82 / Chapter 3.7 --- The Researcher's Role --- p.83 / Chapter 3.8 --- Ethics --- p.84 / Chapter 3.9 --- Validity and Reliability --- p.85 / Chapter 3.9.1 --- Internal Validity --- p.85 / Chapter 3.9.2 --- External Validity --- p.85 / Chapter 3.9.3 --- Reliability --- p.85 / Chapter 3.10 --- Summary --- p.86 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS --- p.88 / Chapter 4.1 --- Introduction --- p.88 / Chapter 4.2 --- Primary Level --- p.88 / Chapter 4.2.1 --- Perceived Level of Motivation and Reasons for Learning English --- p.89 / Chapter 4.2.2 --- Contextual Factors --- p.95 / Chapter 4.2.2.1 --- Influence of Teachers --- p.95 / Chapter 4.2.2.2 --- Achievement --- p.100 / Chapter 4.2.2.2.1 --- Praise from Teachers and Parents --- p.100 / Chapter 4.2.2.2.2 --- Academic Performance --- p.101 / Chapter 4.2.2.2.3 --- A Reciprocal Relationship --- p.102 / Chapter 4.2.2.3 --- Examination Pressure --- p.103 / Chapter 4.2.2.4 --- Extra-curricular Activities --- p.105 / Chapter 4.2.2.5 --- Parental Influence --- p.107 / Chapter 4.2.2.5.1 --- Source of Pressure --- p.107 / Chapter 4.2.2.5.2 --- Physical Punishment --- p.109 / Chapter 4.2.2.5.3 --- Being a Teacher --- p.111 / Chapter 4.2.2.5.4 --- A Fellow Learner and Role Model of English --- p.113 / Chapter 4.2.3 --- Summary --- p.114 / Chapter 4.3 --- Secondary Level --- p.116 / Chapter 4.3.1 --- Perceived Level of Motivation --- p.116 / Chapter 4.3.2 --- Reasons for Learning English --- p.119 / Chapter 4.3.2.1 --- Instrumental Orientation --- p.120 / Chapter 4.3.2.2 --- Interest in English --- p.121 / Chapter 4.3.2.3 --- Socio-cultural Orientation --- p.125 / Chapter 4.3.2.4 --- Travel Orientation --- p.126 / Chapter 4.3.2.5 --- Knowledge Orientation --- p.128 / Chapter 4.3.3 --- Contextual Factors --- p.129 / Chapter 4.3.3.1 --- Influence of Teachers --- p.129 / Chapter 4.3.3.2 --- Achievement --- p.134 / Chapter 4.3.3.3 --- Examination Pressure --- p.138 / Chapter 4.3.3.4 --- Awareness of Weaknesses --- p.139 / Chapter 4.3.3.5 --- Extra-curricular Activities --- p.141 / Chapter 4.3.3.6 --- Parental Influence --- p.143 / Chapter 4.3.3.6.1 --- Positive Influence --- p.144 / Chapter 4.3.3.6.2 --- Negative Influence --- p.145 / Chapter 4.3.3.7 --- Influence of Sibling --- p.146 / Chapter 4.3.3.8 --- Tutorial work --- p.147 / Chapter 4.3.3.9 --- Exposure to English when Traveling --- p.148 / Chapter 4.3.4 --- Summary --- p.149 / Chapter 4.4 --- Tertiary Level --- p.150 / Chapter 4.4.1 --- Perceived Level of Motivation --- p.150 / Chapter 4.4.2 --- Reasons for Learning English --- p.158 / Chapter 4.4.2.1 --- Instrument Orientation --- p.159 / Chapter 4.4.2.2 --- Interest in English --- p.160 / Chapter 4.4.2.3 --- Socio-cultural and Travel Orientation --- p.161 / Chapter 4.4.2.4 --- Knowledge Orientation --- p.163 / Chapter 4.4.3 --- Contextual Factors --- p.163 / Chapter 4.4.3.1 --- Coursework --- p.163 / Chapter 4.4.3.2 --- Influence of Classmates --- p.165 / Chapter 4.4.3.3 --- Achievement --- p.166 / Chapter 4.4.3.4 --- Extra-curricular Activities --- p.168 / Chapter 4.4.3.5 --- Tutorial Work --- p.171 / Chapter 4.4.3.6 --- Expectation of Others in the Community --- p.171 / Chapter 4.4.3.7 --- Parental Influence --- p.172 / Chapter 4.4.3.8 --- Influence of Sibling --- p.173 / Chapter 4.4.4 --- Summary --- p.173 / Chapter CHAPTER 5 --- CONCLUSIONS --- p.175 / Chapter 5.1 --- Introduction --- p.175 / Chapter 5.2 --- Guiding Question One --- p.175 / Chapter 5.2.1 --- Motivation at Primary Level --- p.175 / Chapter 5.2.2 --- Motivation at Secondary Level --- p.178 / Chapter 5.2.3 --- Motivation at Tertiary Level --- p.182 / Chapter 5.3 --- Guiding Question Two --- p.185 / Chapter 5.3.1 --- Perceived Level of Motivation --- p.185 / Chapter 5.3.2 --- Reasons for Learning English --- p.185 / Chapter 5.3.3 --- Contextual Factors --- p.187 / Chapter 5.4 --- Guiding Question Three --- p.190 / Chapter 5.4.1 --- Primary Level --- p.190 / Chapter 5.4.1.1 --- English Teachers --- p.190 / Chapter 5.4.1.2 --- Parents --- p.191 / Chapter 5.4.2 --- Secondary Level --- p.192 / Chapter 5.4.2.1 --- English Teachers (In General) --- p.192 / Chapter 5.4.2.2 --- Native English-speaking Teachers (NETs) --- p.193 / Chapter 5.4.2.3 --- Parents --- p.194 / Chapter 5.4.2.4 --- Students --- p.194 / Chapter 5.4.3 --- Tertiary Level --- p.195 / Chapter 5.4.3.1 --- Institutions --- p.195 / Chapter 5.4.3.2 --- Parents --- p.196 / Chapter 5.4.3.3 --- Students --- p.196 / Chapter 5.5 --- Contributions of the Present Study --- p.197 / Chapter 5.6 --- Limitations of the Present Study --- p.198 / Chapter 5.7 --- Suggestions for Future Studies --- p.199 / Chapter 5.8 --- Summary --- p.200 / REFERENCES --- p.202 / APPENDICES / Appendix A Questionnaire --- p.210 / Appendix B Interview Protocols (Primary Level) --- p.214 / Appendix C Interview Protocols (Secondary Level) --- p.217 / Appendix D Interview Protocols (Tertiary Level) --- p.221 / Appendix E Cover Letter --- p.235 / Appendix F Consent Form --- p.236

An ethnographic study was conducted through film recordings and observations in an attempt to investigate the methods Vägar in i Arbete used when conducting exercises in second language acquisition. Vägar in i Arbete is a labor market policy program with the goal that the participants will improve their ability to speak Swedish, as well as attain a concise plan for their future financial prospects. The intent of the project was to facilitate learning by having the participants engage with the language in an informal, non-educational context. The study investigated the methods used at the project during exercises related to the participants’ second language acquisition, as well as how the participants’ progression was evaluated. The purpose of the study was to investigate to what extent the programs context could be perceived as informal. Furthermore, the validity of the assessment was investigated in an attempt to establish if the evaluation of the participants’ progression were accurate. In order to investigate the context, two methods for language acquisition were used as comparisons. Krashen’s Natural Approach was included to represent a more informal approach, and this was contrasted with the more formally structured Audiolingual method. These methods were then compared to the exercises at Vägar in i Arbete to determine to what extent the environment could be considered informal. The results indicate that the exercises closely resemble the construct of the exercises favored by the Audiolingual method. Certain aspects of the Natural Approach are greatly present in the daily activities. However, these aspects do not become explicitly apparent in the linguistic exercises. Furthermore, a significant discrepancy which puts the validity of the summative assessment in question was observed.