Although the term CLIL standing for Content and Language Integrated Learning appeared as early as in 1994, and the European Union recognized it very quickly as a prospective and effective way of learning and teaching languages, it seems neither to have been used extensively within the Czech education system, nor there appears to be a general awareness of the method. However, this approach represents a great opportunity for creating more authentic atmosphere within language classrooms and simultaneously teaching and learning a content subject. When speaking of CLIL, several factors must be considered, such as its objectives, principles, methodology, discourse and materials, furthermore we have to take into account the criteria for designing and analysing material for language teaching (of course also in the view of the chosen content subject principles and objectives). In order to raise the awareness of CLIL as an effective approach to language and subject content teaching and to partly supply the lack of CLIL-focused materials, this thesis aims to take into account all the factors and present and analyse them in logical sequences, so finally an effective piece of material usable in CLIL classes could be created and subsequently analysed and evaluated. The present thesis is divided into three parts...

本研究之目的是藉由 ICT（Information and Communication Technology）工具應用在國中英語教學及口語練習的教學實驗，來初探 ICT 工具對於英語教學及口語練習的成效。本研究的工具為一個可供老師靈活教學及學生口語練習的 ICT 工具：eCard 系統，研究時間為一學期（2008.2 – 2008.7），經由老師與學生實際應用此工具來教學及進行口語練習作業，並以 eCard 系統的學習記錄檔（log file）、問卷、訪談、錄音、隨班觀察及錄影來做為本研究的研究資料。研究結果發現，老師及學生均對使用 ICT 工具教學有正面的評價，老師利用此工具可對教學方式做不同的變化，而學生也因這種新式的教學方式而增加學習的注意力，並對字彙的記憶更加深刻；在口語練習方面，老師覺得 ICT 工具可以增加學生口語練習的機會，但因實行時間太短，對學生英語能力的提升較不顯著，而學生覺得 ICT工具提供更多的口語練習機會，並對其發音很有幫助，但對於「說」英語的信心並沒有增加。此外，本研究亦提出許多未來 ICT 工具融入英語教學及口語練習的建議與努力方向，以作為未來研究之參考。 / The purpose of this study is to investigate the effect of using Information and Communication Technology (ICT) tools to facilitate oral practices in learning of English. The ICT tool (ie, the eCard system) was developed for the instructor to create oral practice assignments and for the students to conduct oral drills. The study lasted one semester. Research data were collected via automatic logging of student activities, post-experiment questionnaires, student and teacher interviews, and in-class video recordings. The major findings are: (1) both the teacher and the students have good appreciation of using ICT tools in teaching and learning; (2) Students do have increased oral practices with the availability of the ICT tool; (3) the increased practices resulted in better pronunciations; (4) rise in the confidence level on English speaking was not observed.

The dissertation deals with foreign language teaching methods at the Primary School in the Czech, English and German environment. It includes the summary of the present basic knowledge about the foreign language teaching methods generally both in the Czech, English and German environment. Subsequently there has been presented and analysed the real use of foreign language teaching methods at the Czech Primary School at present. In conclusion there has been drawn further suggestion for a possible appropriate future development of the foreign language teaching methods at the Czech Primary School based on the research too.

Made available in DSpace on 2016-04-28T18:24:16Z (GMT). No. of bitstreams: 1 Renato Jose de Souza.pdf: 1125375 bytes, checksum: 20ee12261403972757ec5114b1773f19 (MD5) Previous issue date: 2010-04-29 / This study aims at describing and interpreting, from the perspective of public High School teachers of English, two phenomena of human experience lived in two distinct moments: the teaching of English grammar before and after the implementation of Proposta Curricular do Estado de São Paulo, in 2008. This study is theoretically based on the constrast among the structuralist, communicative and literacy view on language, as well as on the conceptions of grammar as discussed by Celce-Murcia & Hilles (1988), Odlin (1994), Possenti (1997), Travaglia (2002), and Larsen-Freeman (2003). The methodological orientation is the hermeneutic-phenomenological one, as perceived by van Manen (1990) and Freire (1998, 2007). The research involves four high school teachers of English from distinct public institutions, who provide information through questionnaires sent by e-mail, followed by online interactions that aim at conforming some of the details previously informed. The outcomes of this study evidence that teachers recognize a new approach to grammar in Proposta Curricular, however, their pedagogical practices are still attached to the structuralist approach. The results also reveal that reproduction, and attempts on changing are the themes that constitute the phenomenon teaching English grammar in High School public institutions until 2007. As from 2008 on, the living of the phenomenon on focus is structured on differences and difficulties. Such a perception provides subsidies for new considerations on teaching grammar in public schools, and for the conceiving of teacher education programs that address contents regarding the teaching of grammar / O objetivo deste estudo é descrever e interpretar, sob a perspectiva do professor de inglês, dois fenômenos da experiência humana, vivenciados em dois momentos distintos: ensinar a gramática da língua inglesa no Ensino Médio, na escola pública estadual, até o ano de 2007 e a partir da Proposta Curricular implementada pela Secretaria da Educação do Estado de São Paulo, em 2008. Esta pesquisa está teoricamente fundamentada no confronto entre as orientações estruturalista, comunicativa e letramento; bem como nas concepções de gramática discutidas por Celce-Murcia & Hilles (1988), Odlin (1994), Possenti (1997), Travaglia (2002) e Larsen-Freeman (2003). A abordagem metodológica utilizada é a abordagem hermenêuticofenomenológica (van Manen, 1990; Freire, 1998, 2007), e a pesquisa envolve quatro professoras de inglês de diferentes escolas da rede pública, que responderam, via e-mail, questionários específicos, seguidos de interações online, visando à confirmação de algumas informações obtidas. Os resultados obtidos evidenciam que as professoras participantes reconhecem um novo enfoque dado à gramática na Proposta Curricular; contudo, suas práticas pedagógicas continuam atreladas a uma concepção normativa ou estruturalista. Os resultados também revelam que reprodução e tentativas de mudança são os temas que constituem o fenômeno ensinar a gramática da língua inglesa, no Ensino Médio, na escola pública estadual, até 2007. A vivência do fenômeno a partir de 2008 revela que diferenças e dificuldades são os temas emergentes dos textos coletados. Tais resultados fornecem subsídios para novas considerações acerca do ensino de gramática da língua inglesa na Escola Pública, bem como para programas de formação docente

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-18T12:45:42Z No. of bitstreams: 1 Maria Claudia Nunes Delfino.pdf: 2241256 bytes, checksum: 04bbc90497f2d7e483be4836064048af (MD5) / Made available in DSpace on 2016-08-18T12:45:42Z (GMT). No. of bitstreams: 1 Maria Claudia Nunes Delfino.pdf: 2241256 bytes, checksum: 04bbc90497f2d7e483be4836064048af (MD5) Previous issue date: 2016-05-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Popular music has been used as a tool in the teaching of foreign language for a long time (Bertóli-Dutra, 2014), but music is usually seen as an extra material to be applied when the teacher has some free time during the class or as an extracurricular activity. However, in the research reported here, we argue instead that popular music can be the central element in language teaching; indeed, in our proposal, all language teaching activities were based on popular music and on texts that draw on topics related to popular music. At the same time, our goal was not to teach “pop song” English, but current spoken English. To meet this goal, the analysis of the song lyrics was used as a starting point for the materials. The main corpus used in the project was a pop song lyrics corpus (CoEL), composed of around 150,000 words from 585 British and American lyrics from pop songs performed by the following artists: Beatles, Bon Jovi, Maroon 5 and Bruno Mars. A reference corpus (COCA, ca. 520M words) was also used as support material. A list of criteria for designing the exercises was created and implemented. The corpus was tagged for over 200 different linguistic characteristics using the Biber Tagger. The features were then counted with the Biber Tag Count program, which also calculated the position of each song and artist along each of the five major dimensions of register variation for English (Biber, 1988). Exercises were designed and used involving collocations, keywords, register variation, among other major linguistic themes. A journal was kept by the teacher during the lessons, and interviews of the students were conducted, both as ways of throwing light onto the process of learning English in a corpus-based environment / A música popular tem sido usada como uma ferramenta no ensino de língua estrangeira há muito tempo (Bertóli-Dutra, 2014), mas a música geralmente é vista como um material extra a ser aplicado quando o professor possui tempo livre durante a aula ou como uma atividade extracurricular. Entretanto, na presente pesquisa mostramos que a música popular pode ser o elemento central no ensino de línguas; na verdade, na presente proposta, todas as atividades de ensino foram baseadas em músicas populares e em textos que tratam de assuntos relacionados à música popular. Ao mesmo tempo, nosso objetivo, não foi ensinar inglês de música, mas o inglês falado. Para atingir esse objetivo, a análise das letras das músicas foi usada como ponto de partida para a confecção dos materiais. O corpus de estudo utilizado nesta pesquisa foi o Corpus of English Lyrics (CoEL), composto de aproximadamente 150 mil palavras, de 585 letras de música das bandas Beatles, Bon Jovi e Maroon 5, e do cantor Bruno Mars. Um corpus de referência (COCA, com 520 milhões de palavras) também foi usado como material de apoio. Uma lista de critérios para o desenvolvimento dos exercícios foi criada e implementada. O corpus foi etiquetado com mais de 200 características linguísticas diferentes com auxílio do programa Biber Tagger. As características foram então contadas com o programa Biber Tag Count, que também mapeou a posição de cada música e artista ao longo das cinco dimensões principais de variação de registro da língua inglesa (Biber, 1988). Os exercícios foram elaborados com o uso de colocações, palavras-chave e variação de registro, entre outros recursos. A fim de ampliar a compreensão sobre como se dá o processo de ensino de inglês como língua estrangeira em um ambiente baseado em corpus, um diário reflexivo foi mantido pela professora durante as aulas, e foram realizadas entrevistas com os alunos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-06T18:31:12Z No. of bitstreams: 1 Marianne Rampaso.pdf: 2219129 bytes, checksum: 43a76101d3a068a312f002d3a4e9f002 (MD5) / Made available in DSpace on 2016-12-06T18:31:12Z (GMT). No. of bitstreams: 1 Marianne Rampaso.pdf: 2219129 bytes, checksum: 43a76101d3a068a312f002d3a4e9f002 (MD5) Previous issue date: 2016-11-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed at developing corpus-based teaching materials for Business English students in a private one-to-one class setting. We analyzed the Business English Corpus (Nelson, 2000) in order to find out the most distinctive lexicogramatical and semantic features in Business English area, including both a Sinclairean style analysis of collocations (Sinclair, 1991) and a Biberean style multidimensional analysis of the various registers represented in the corpus (Biber,1988). The theoretical framework for the research was based on Corpus Linguistics, which is an area that is devoted to the study of the language in use through principled collections of spoken and written texts stored on computer (BERBER SARDINHA, 2004; 2009, 2011). In addition,the theoretical framework also included insights on how to use corpora in language teaching from Sinclair (1991; 2004a; 2004b), Johns (1991), Berber Sardinha (2011) and Biber (1988;1999).These insights refer to the exploration of corpora in language teaching through the identification and analysis of lexicogramatical patterns of the language in use and the identification of the lexicogramatical and semantic features in the registers. The results of the corpus analysis showed a great variety of language patterns across the Business English registers. A selection of the patterns found was used in the development of teaching materials, which were then used in class with a particular student. The use of the materials was tracked and documented in a journal, which was later analyzed through a Content Analysis (Bardin, 1977), thereby revealing some of the major ways in which the student and the teacher both interacted with each other and with the materials. The interpretation of this interaction shed new light on how corpora can be used for English language teaching in general and for one-to-one tuition in Business English / Esta pesquisa teve como objetivo principal a elaboração de material didático baseado em corpus voltado aos alunos de inglês para os negócios (IN) em um contexto de aulas particulares individuais. Realizamos a análise do Business English Corpus- BEC (Nelson, 2000) a fim de descobrirmos as características lexicogramaticais e semânticas mais salientes no contexto de IN, incluindo tanto a análise de colocações na perspectiva de Sinclair (1991) quanto na perspectiva da Análise Multidimensional dos vários registros representados no corpus (Biber,1988). Para tanto, encontramos suporte teórico principal na Linguística de Corpus, uma área que se ocupa do estudo da língua em uso através de coletâneas de textos escritos e de transcrição de fala armazenados em computador (BERBER SARDINHA, 2004; 2009, 2011). O arcabouço teórico desta pesquisa também incluiu percepções sobre como utilizar os corpora no ensino através das propostas de Sinclair (1991; 2004a; 2004b), Johns (1991), Berber Sardinha (2011) e Biber (1988;1999). Estas percepções são referentes à exploração de corpora no ensino de línguas por meio da identificação e análise de padrões lexicogramaticais da língua em uso e da identificação das características lexicogramaticais e semânticas dos registros. Os resultados da análise do corpus mostraram que há uma grande variedade de padrões de linguagem referentes aos registros de IN. Uma seleção dos padrões encontrados foi utilizada no desenvolvimento de materiais de ensino, que foram usados em sala com um aluno particular. A utilização dos materiais foi acompanhada e documentada em um diário reflexivo, que foi, posteriormente, analisado à luz da Análise de Conteúdo (Bardin, 1977), revelando, dessa forma, como professora e aluno interagiram um com o outro e com os materiais. A interpretação de tal interação ampliou a compreensão sobre como os corpora podem ser usados no ensino de língua inglesa em geral e no ensino de IN na modalidade de aulas particulares individuais

Made available in DSpace on 2016-04-28T18:22:30Z (GMT). No. of bitstreams: 1 Cristina Mayer Acunzo.pdf: 8596886 bytes, checksum: 927873d87d87ec25d4a15eb12f26ab7f (MD5) Previous issue date: 2012-05-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed at identifying the lexicogrammatical patterns of a corpus of texts about Advertising for the development of activities for the teaching of English as a foreign language with corpora to professionals who work in this area. In order to achieve this aim, the main theoretical framework for the research is provided by Corpus Linguistics, which is an area that supports the research and the study of the language in use (BERBER SARDINHA, 2004; 2009, 2011); this study is mainly concerned with the interface between corpus and the teaching of foreign languages. Therefore, it is also based on the approaches developed by Sinclair (1991; 2004a; 2004b), Johns (1991), Willis (1990), Berber Sardinha (2009; 2011) and Willis e Willis (2007), which refer to the exploration of corpora in language teaching through the identification and analysis of lexicogramatical patterns and the teaching based on a lexical approach. The results of the analysis of the corpus showed that there is a great variety of language patterns related to Advertising to be studied. We have found a range of patterns and collocates which, if adequately explored by both teachers and students, can help the professionals in this field communicate effectively. We proposed, then, three activities for the teaching of English with those patterns. The study presented here intended to have made an original contribution to the development of classroom activities based on corpora, as well as to professionals in Advertising, for whom there is few teaching materials available / Esta pesquisa teve como objetivo principal a extração dos padrões lexicogramaticais de um corpus composto por textos da área de Publicidade para a preparação de atividades de ensino de Inglês como Língua Estrangeira com corpora para estudantes do idioma que atuam nessa área. Para tanto, encontramos suporte teórico principal na Linguística de Corpus, uma área que proporciona a pesquisa, o estudo e a exploração da língua em uso (BERBER SARDINHA, 2004; 2009; 2011); em especial, na sua vertente que trata da interface corpus e ensino de Língua Estrangeira. Assim, servem de embasamento teórico para a pesquisa as abordagens desenvolvidas por Sinclair (1991; 2004a; 2004b), Johns (1991), Willis (1990), Berber Sardinha (2009; 2011) e Willis e Willis (2007), que dizem respeito à exploração de corpora no ensino por meio da identificação e da análise de padrões lexicogramaticais da língua e ao ensino por meio da abordagem lexical. Os resultados da análise do corpus sugerem que existe uma grande variedade de padrões de linguagem relativos a Publicidade a serem estudados. Encontramos diversos padrões e colocados que, se bem explorados por professores e alunos, podem auxiliar na comunicação dos profissionais dessa área. Propomos, assim três atividades de ensino de Língua Inglesa com esses padrões. A pesquisa pretendeu ter feito uma contribuição original para o desenvolvimento de atividades de ensino baseadas em corpora, bem como para estudantes que atuam na área de Publicidade, para a qual existe pouco material didático no mercado

Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.

This study focuses on articulation in a four-year college German program. Previous research has centered on articulation between high-school and college foreign language classrooms. While educators have considered the content of foreign language programs, they have often done so without examining the current state of the curriculum. In addition, many researchers acknowledge that there is a divide between the lower-division and upper-division faculties but continue to promote this separation by suggesting that one level must change in order to serve the entire program better (i.e., the other level). The present research expands on previous work by studying instructors at both the lower- and the upper-division. This study describes an investigation of how instructors plan their courses within the entire four-year program. In order to examine program cohesion, the instructors in this study provided written documents about their courses (course descriptions, syllabi, and student work) and took part in interviews, in which they were asked about their own and other instructors' courses, as well as about the objectives of the entire program. The data allowed for intra-personal, interpersonal, inter-level (lower- and upper-division) and curricular comparisons. The data suggested that this foreign language program can be divided into the basic language (typically the first four semesters) and the upper-division curriculum. Many scholars (Byrnes, 1990; Guthrie, 2001) have stated that this division is related to the "gap" in pedagogical focus, language abilities and content emphasis that separates intermediate-level courses (the last year in the basic language program) from the advanced upper-division courses. Not only are the courses separated into these two categories, but in this program, at least, the instructors themselves are often restricted to one group or the other because of their fields of specialty. The results also revealed a lack of communication between the two "camps" concerning the goals and objectives of their program as well as those of the entire program. The result of this research was a detailed description of the beliefs and practices of teachers and provided an overview of one program to demonstrate how cohesion within a foreign language program can be assessed. / text

This dissertation investigates Chinese women's rhetorical practices in the early twentieth century. Tracing the formation and development of a new rhetoric in China, I examine women's writings that were denigrated in the May Fourth period. I argue that as an important part of the new rhetoric, women's texts explored women's issues and created the modern self in the May Fourth period by critiquing a patriarchal tradition that excluded women's experiences from its articulation.I begin by challenging the assumptions that rhetoric is a Western male phenomenon. Situating my study in the area of comparative rhetoric, I critique the previous scholarship in the field and delineate the research methodologies used in this dissertation. In Chapter 2 I locate women's rhetorical practices within the specific social and historical contexts of the May Fourth period. I contend that the May Fourth women's literary texts are rhetorical, considering the different conception of rhetoric in the Chinese rhetorical tradition as well as the social impact these texts created at that historical juncture. In Chapter 3 I extrapolate Lu Yin's feminist rhetorical theory and practice from her sanwen (essays) and fiction. I argue that by emphasizing tongqing (sympathy) in her literary theory, Lu Yin's discourse offers an example of how gendered and culturally specific rhetorical concepts and strategies influence the reader and exert social changes. Chapter 4 provides a case study of Bing Xin, another well-known woman writer in the May Fourth period. I argue that by advocating a "philosophy of love" throughout her lyrical essays and fiction, Bing Xin injected a distinctive female voice in the male-dominated discourse in which women and children were either belittled or silenced. Bing Xin's view of writing as expressing the writer's individuality as well as her unique feminine prose style transformed this classical genre into a more vigorous rhetorical form. Using my case studies as reference, I conclude by drawing out the implications of Chinese women's rhetorical experiences for the studies of rhetoric and comparative rhetoric. I show how such a cross-cultural study of particular rhetorics can help further our exploration of human rhetorical practices in general.