The current thesis explores the role played by metalinguistic awareness in language acquisition/learning and seeks to develop a theoretical framework in which the integration of 'knowledge about language' (KAL) in the school curriculum can be clarified in terms of curriculum planning and pedagogic practice. Chapter 1 unravels the confusion surrounding terms such as metalinguistic 'awareness' and/or 'consciousness' by relating them to the discussion on metacognition currently in vogue in cognitive psychology. A taxonomy of theoretical models is considered. Chapter 2 relates differences in the definition of metalinguistic awareness and its function in language acquisition/learning to the theoretical models outlined in Chapter 1. A socio-cultural viewpoint, it is argued, which views metalinguistic awareness arising out of the progressive decontextualisation of functional variants, is the most useful in interpreting existing data. Chapter 3 seeks to build on Chapter 2 by developing a more elaborated model of the role of metalinguistic awareness in the emergence of 'parasitic' language skills within a socio-cultural paradigm. The model examines the interdependence of skill and knowledge in the child's expanding linguistic repertoire and suggests a taxonomy of 'meta' processes facilitating such an expansion. Chapter 4 addresses the variability of metalinguistic skills among children in terms of their semiotic experience and, largely through a reconsideration of Bernstein's theory of codes, explores the implications of such variability for educational development. After a critical review of past practice, Chapter 5 proposes guidelines for the integration of KAL into the curriculum based upon the notion of the learner as 'reflective practitioner'. Chapter 6 concretises this approach by seeking to link differences in pedagogy between L1 and L2, and within L2 between second and foreign language learning, with differences in the extent of 'reflective practice' required. In conclusion, tentative suggestions are considered regarding the implications of such an approach for Initial Teacher Education.

Thesis (Ph. D.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references. Also available via the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2007. / Includes bibliographical references (leaf 73-74)

Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Washback is a concept commonly used in applied linguistics to refer to the influence of testing on teaching and learning. The purpose of this study was to investigate the washback effect of a new system of English language speaking assessment in Sri Lanka. The new assessment was introduced with the intention of promoting the teaching and learning of English speaking skills in schools as part of a Presidential educational initiative called the English as a Life Skill Programme. The study examined the washback effect of the introduction of speaking assessments at both National and school levels from the perspectives of participants at three levels of the education system: the decision making level, intervening level (teacher trainers and in-service advisors), and implementing level (teachers and students). For this purpose, a mixed methods research approach was employed. Semi-structured interviews were conducted with participants at the decision making level and intervening level to examine whether there were any important gaps in translating policy intentions to the implementing level participants (teachers and students). A questionnaire survey was conducted with teachers and students to investigate their perceptions of the assessment change and its effects on teaching and learning speaking in the classroom. Classroom observations were conducted to gain insights into actual classroom practices in relation to teaching and learning speaking, along with follow-up interviews to seek teachers’ accounts of their classroom practices. The study found that the assessment change did influence teachers’ and students’ perceptions of teaching and learning speaking in the classroom, as well as teachers’ instructional practices. Therefore, some of the policymakers’ intended aims were achieved. However, the intensity and direction of washback were shown to be influenced by several mediating factors such as teachers’ training and contextual factors such as the availability of classroom resources. The findings of this study suggest that assessment reforms can be used to promote change both in what is taught in the classroom and how it is taught, but to different degrees. The study indicated that washback does occur in this context, but it operates in a complex manner associated with many other variables besides the assessment itself. The findings of this study have implications for the improvement of future assessment policies in Sri Lanka, highlighting the importance of timely implementation of reforms and of monitoring them. The findings suggest that it is especially important to listen to key stakeholders’ (teachers’ and students’) voices in the initial planning and feasibility study phases of reform.

The research began with the study of teachers' written comments on pupils' written work in an English teaching context. There were several reasons for the selection of the written comment as the subject of an investigation: first, the comment communicates the teacher's response to the pupil's work, and as such it offers a potential source of information to the pupil of relevance to his learning. In addition, written comments, as a form of individualised teaching on an informal day-to-day basis, seem likely to represent a significant portion of the total feedback received by any one pupil in relation to his individual performance. Third, to date, teachers' comments have not figured to any real extent as an area of research. Where they have, they have tended to be part of a wider study which did not involve the conceptualisation of comments as providing instructive information of value to the learner. For all of these reasons, an investigation of the character and possible contribution of the written comment to pupil learning seemed a potentially worthwhile area for research. Hence, the written comment is the focus of the first part of this study. Though the work began with the written comment, in time the questions emerging from the initial investigation suggested the value of extending the field to include a detailed study of the relationship between the classroom context and the written comment; and, more significantly as it turned out, of the oral comment as instructive feedback to the learner. Oral comments, therefore, are the subject of the second part. In the third section, the main questions arising from the oral comment data are examined. This meant in fact consideration of some teachers' images of the aspect of their teaching which most features the oral comment. In summary, the three parts of the study are: 1) an investigation of written comments; 2) an investigation of oral comments; 3) a report of teachers' accounts of one major aspect of their teaching.

This study aims to investigate Turkish teachers&rsquo / opinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo / attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms? Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview. The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also reveals teachers&rsquo / positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo / awareness of other cultures and people for intellectual development, and to improve learners&rsquo / communicative competence.

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .