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This thesis investigates where the Years 4-10 Queensland French Syllabus is receiving support, by investigating groups of teachers with shared characteristics. In doing so, it aims to shed some light on why teachers have not embraced this new syllabus. Specific issues pertaining to the syllabus are investigated, such as the use of task-based instruction as the chosen methodology and of embedded content, as well as contextual issues, such as employment sector and levels taught. Teachers' reactions to change have also been investigated in relation to the introduction of this syllabus. In addition to this, the process involved in acceptance of an innovation has been explored which led to an examination of teacher understanding of the current syllabus. This study is divided into five chapters. Chapter one outlines the syllabus and context, as well as hypotheses for this study and rationale. Chapter two is a literature review which brings together previous research and links it to the current study. The chosen methodology is covered by chapter three, with chapter four being a detailed explanation of results received from the data collection. The final chapter, chapter five, discusses these results and the implications of these findings.

The purpose of this study was to deepen the knowledge about factors that influence students’ willingness and ability to oral interaction in a target language, in this case French. It also aimed to achieve a clearer picture of the tasks the students work with and would like to work with in classroom situations. The study was based on two theoretical frameworks, Willingness to Communicate, which looks into the social and affective factors enhancing the will to communicate, and Task Based Language Teaching investigating how tasks can be designed to promote oral interaction between students in a classroom or in a digital environment. Based on the purpose of the study three research questions were formulated. The first question was about the importance of cognitive factors to promote oral interaction. The second focused on the role Willingness to Communicate and other affective factors play to make students willing to communicate in the target language. The third question aimed at investigating to what extent task-based language teaching occurs in teaching to create opportunities for students to interact in the target language. The design of the study was made up of qualitative personal interviews with students from upper secondary schools in the Stockholm area. In total seven students were interviewed, six of them studying French 4, one of them French 3.  All students highlighted cognitive and linguistic factors as being the most important to interact orally, foremost vocabulary and pronunciation and also the ability to express themselves orally. The students did not consider grammar as an important factor to their willingness and ability to communicate in French. Self-confidence, self-efficacy and the teacher’s attitude are the most important social and affective factors influencing the willingness to communicate. The ones that were considered the least important were anxiety, knowing your speaking partner and the topic of the conversation. The students’ opinion of the least important factors differed from research and empirical studies, which rate these factors higher. The students reported that the teaching did not include Task Based Language Teaching as defined in the theory and that limited use of computer mediated communication was used in the classroom. All students express a desire to communicate and interact with each other more than they do at present as well as to work with tasks and tools both face-to-face and digital enabling this to happen.

This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.

Due to limitations in hardware, raising processor clock speeds is no longer the primary way to increase computing performance. Instead, computing devices are equipped with multiple processors (they are multi-core) to increase performance by enabling parallel execution of code. To fully utilize all available computational power, programs need to be concurrent, i.e. be able to manage multiple tasks at the same time. To this end, programming languages and platforms often provide a concurrency model that allows developers to construct concurrent programs. These models can vary both in design and implementation. In September of 2021, a new version of the Swift programming language, most commonly used to develop mobile applications on Apple’s iOS platform, was released. This release introduced a new concurrency model, Swift concurrency (SC), featuring e.g. structured concurrency and the async/await pattern. The performance of a concurrency model is important, not the least because end users expect applications to be responsive and performant. This thesis investigates Swift’s new concurrency model from a performance perspective, comparing it to a previous model, Grand Central Dispatch (GCD). Six benchmark applications are developed and implemented in both the GCD and the Swift concurrency models. Three of the benchmarks are focused on exercising separate parts of the models in isolation. The other three use the models to solve classical computational problems: Fibonacci numbers, N-Queens problem, and matrix multiplication. A performance analysis is carried out to study the differences in execution time and memory consumption between the two models. The results show differences between the two models, especially in execution time, and indicate that neither model consistently outperforms the other. Finally, some possible avenues for future work are identified. / På grund av begränsningar i hårdvara går det inte längre att öka datorprestanda genom att enbart öka klockfrekvensen hos processorer. Datorer förses numera istället med flera processorer (s.k. multi-core) för att öka prestanda genom att möjliggöra parallell exekvering av kod. För att till fullo kunna utnyttja all tillgänglig datorkraft så måste program vara concurrent, det vill säga att de måste kunna hantera flera olika uppgifter samtidigt. För detta ändamål tillhandahåller programmeringsspråk och plattformar ofta en concurrency-modell som låter utvecklare konstruera program som är concurrent. Dessa modeller kan variera både i design och i hur de är implementerade. I september 2021 så släpptes en ny version av programmeringsspråket Swift, som främst används för att utveckla mobilapplikationer på Apples iOS-plattform. Den nya versionen introducerade en ny concurrency-modell, Swift concurrency, med bland annat strukturerad concurrency och async/await-mönstret. Prestandan i en concurrency-modell är viktig att beakta, inte minst för att användare förväntar sig att applikationer ska vara responsiva och kraftfulla. Denna studie utvärderar den nya concurrency-modellen ur ett prestandaperspektiv, och jämför den med en tidigare modell, Grand Central Dispatch (GCD). Sex stycken benchmark-applikationer skapas och implementeras i både GCD- och Swift concurrency-modellerna. Tre av våra benchmarks fokuserar på att utvärdera enskilda delar av modellerna var för sig. De andra tre använder modellerna för att lösa klassiska beräkningsproblem: Fibonacci-tal, N-Queens-problemet, och matrismultiplikation. En prestandaanalys utförs för att studera skillnaderna i exekveringstid och minnesanvändning mellan de två modellerna. Resultaten visar på skillnader mellan de två modellerna, särskilt i exekveringstid, och indikerar att ingendera modell konsekvent presterar bättre än den andra. Slutligen identifieras några möjliga vägar för framtida arbete.

Research has shown increasing interest in the influence of learner psychology on second language acquisition (e.g. Ellis, 2019; MacIntyre, Gregersen & Mercer, 2019). This research has demonstrated that motivation, focus, and feelings of autonomy and self-efficacy are particularly important in creating the necessary conditions for learning to occur (e.g. Dörnyei, 2009; Norton & Toohey, 2011; Piniel & Csizér, 2016; Robinson, 1995, 1997). When these factors converge, a learner can experience flow, which has been described as the “optimal experience” of engagement (Csíkszentmihályi, 1975, 1990, 2008) and has been linked to language learning success (Hong et al., 2017). Existing research has shown that student-centered, open-ended, authentic, and competitive activities tend to generate more flow than their opposites (Egbert, 2003; Zuniga & Rueb, 2018). However, these studies are scarce and have focused on a very limited quantity of immediate language-class activities, thus excluding many other possible flow experiences from consideration. To expand this line of research, this study seeks to determine what types of language-class activities generate the most flow, as well as which of the theorized psychological components of flow are most strongly associated with such experiences. Eighty-two North American undergraduate, intermediate-level (estimated CEFR B1/ACTFL intermediate mid-high) students of French, Italian, German, and Spanish completed a questionnaire about their lifetime language-learning experiences. First, the participants rated a list of activities on perceived overall flow using a Likert scale. Next, they rated the same activities on four theorized psychological components of flow (enjoyment, focused attention, control, positive challenges) also on a Likert scale (Csíkszentmihályi 1975, 1990, 2008; Egbert, 2003; Zuniga & Rueb, 2018). Finally, they answered open-ended questions about salient language-class experiences. The results of this study support the hypothesis that student-centered, open-ended, authentic, and competitive activities would generate more flow than their opposites (teacher-centered, closed-ended, inauthentic, and non-competitive). The results also revealed that enjoyment and challenges best predict flow. While competitive activities were shown to be particularly strong flow generators in the quantitative analysis, the qualitative analysis of the open-ended survey responses showed student-centered activities to be particularly associated with high-flow experiences, though usually in conjunction with other flow-generating categories. When taken together, these results suggest that, in order to create learning-favorable conditions through flow, teachers should use activities that belong to as many flow-generating categories as possible while also paying special attention to students’ perceptions of enjoyment and the challenges-skills balance. / Spanish

This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms. / Language Arts

Thesis (MA (African Languages))--University of Stellenbosch, 2007. / The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles. The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group. Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing. Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process. The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.

Thesis (DLitt (African Languages))--University of Stellenbosch, 2009. / This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...

Revisionsbranschen präglas idag av en hög personalomsättning som leder till stora kostnader för företagen. Studier har visat att många nyanställda väljer att lämna branschen efter tre år på grund av orimliga krav på övertid, obefintlig balans mellan arbete och fritid samt en låg ingångslön. Idag kännetecknas revisionsbranschen av en tydlig hierarki som kan liknas vid ett amerikanskt och därmed ett uppgiftsbaserat ledarskap. Uppgiftsbaserat ledarskap innebär mindre fokus på deltagande och engagemang, till skillnad från skandinaviskt- och relationsbaserat ledarskap, där beslut tas gemensamt med en horisontell organisationsstruktur. Den yngre generationen efterfrågar flexibilitet, balans mellan arbete och fritid samt god företagskultur. Idag präglas revisionsbranschen av ett amerikansk- och uppgiftsbaserat ledarskap, medan den yngre generationen efterfrågar ett mer skandinaviskt- och relationsbaserat ledarskap. Därmed utgör studiens syfte att undersöka om företag inom revisionsbranschen anpassar sitt ledarskap till kommande generationer samt att ta reda på hur ledarskapet förändrats de senaste 10 åren. En kvalitativ studie har genomförts hos tre av fyra företag inom Big Four, där intervjuerna har haft ett medarbetarperspektiv såväl som ett ledarperspektiv för att få en djupare förståelse. Studiens resultat visar att revisionsbranschen utvecklats mot ett mer skandinaviskt- och relationsbaserat ledarskap där intervjupersonerna anger att det förr var mycket större prestationsfokus som kan likställas med ett amerikanskt- och uppgiftsbaserat ledarskap. Studien visar att dagens ledarskap har ett större fokus på relationer och delaktighet vilket tyder på att samtliga byråer har utvecklats mot ett mer relationsbaserat ledarskap. Medverkande företag använder strategier för att anpassa ledarskapet till den yngre generationen som exempelvis flexibla arbetstider, skapa förutsättningar för att balansera arbete och fritid, eliminera enklare arbetsuppgifter samt erbjuda sociala aktiviteter. / The auditing industry is characterized by high staff turnover, which leads to massivecostsfor the companies. Previous studies show that many choose to leave the industry after threeyears because of the high pressure of overtime, the lack of balance between work and leisure and low entrance salary. The auditing industry has a clear hierarchy that can be equatedwith an American and task-oriented leadership. Task-oriented leadership includeless participation and commitment than the Scandinavian relationship-based leadership,where decisions are taken in common and is characterized by a horizontal organizational structure. Theyounger generations now demandflexibility, balance between work and leisure and an open working climate. The auditing industry is characterized by an American task-oriented style while the youngergenerationsis demanding a leadership more similar to the Scandinavian relationship-oriented leadership. The purpose of this study wasto investigate whether companies in the auditing industry adapt their leadership to the future generationsand to examinehow the leadership has changed over the past 10 years. A qualitative study has been conducted in three out of four companies within the Big Four. Interviews have been conductedwithan employee perspective as well as a leadership perspective in order to gainadeeper understanding. The result of the study shows that the auditing industry hasdeveloped towards a more relationship-based leadership style and all interviewees stated that the industry previously was more focused on results which can be equated with a task-based and an American leadership style. Today’s leadership focuses on participation and joint decision-making. Leadership in all studied agencieshas evolvedtowards a mote relationship-based leadership from a task-based leadership. Strategies for adapting leadership towards the youngergenerationsinvolve for example,offering flexible working hours, creating conditions for balancing work and spare time, eliminating simple working tasks to be able to offer more complicated working tasks and social activities.