The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

O objetivo deste estudo foi analisar como se dá a integração da tecnologia, ou melhor, CALL – Computer Assisted Language Learning – na sala de aula dos cursos de licenciatura em Letras do estado do Paraná. A Teoria da Difusão de Inovações e o Modelo Esférico de Integração de CALL foram os modelos teórico e analítico que respectivamente nortearam a pesquisa. Este estudo é uma pesquisa de métodos mistos e foi adotado um delineamento explanatório sequencial composto de duas fases distintas: uma primeira fase com abordagem quantitativa e uma segunda fase com abordagem qualitativa. As inferências finais foram feitas a partir dos resultados de ambas as fases do estudo. Analiticamente, o uso da tecnologia na sala de aula não foi considerado um construto unitário, mas sim multifacetado. Com relação ao contexto foram estudadas diferentes instituições de ensino superior, e não apenas uma ou duas universidades. Buscou-se evitar, assim, as limitações metodológicas, analíticas e contextuais comumente encontradas em estudos sobre a integração de CALL. Para a primeira fase quantitativa foi desenvolvido um questionário para coleta de dados. O instrumento foi validado por um painel de especialistas, testado em um estudo-piloto e, por fim, administrado a uma amostra constituída de 152 professores de 33 cursos de Letras de instituições públicas e privadas de todo o estado do Paraná. Análises estatísticas foram feitas para examinar a relação entre os três conjuntos de fatores do Modelo Esférico de Integração de CALL e os usos multifacetados da tecnologia pelos professores dos cursos de licenciatura em línguas do estado do Paraná. Os resultados identificaram quatro usos diferentes e também a influência sobre eles dos fatores individuais, contextuais e da formação prévia em CALL/TICs, mostrando que os fatores individuais e os fatores contextuais são importantes preditores da integração de CALL/TICs. Com base nos resultados da fase quantitativa e fazendo uso da Teoria da Inovação Individual foram selecionados os participantes para a segunda fase. Foram conduzidas 16 entrevistas individuais semiestruturadas. A fase qualitativa aprofundou os resultados quantitativos e explicou os resultados inesperados e sem resposta da fase quantitativa. A integração dos resultados mostrou que além dos fatores individuais e contextuais, aparentemente a formação prévia dos professores em CALL/TICs não deve ser descartada como preditor da integração de CALL/TICs. Foi possível também traçar o panorama atual de CALL nos cursos de Letras do estado do Paraná. CALL ainda está distante da normalização. Descobertas adicionais foram obtidas nas duas fases do estudo. No contexto internacional, assim como no contexto brasileiro, apesar das inúmeras pesquisas sobre CALL, ainda existem lacunas significativas em algumas áreas e percebe-se a necessidade de mais estudos que aprofundem o tema da integração e ajudem a elucidar a relação entre os fatores que levam ou não a integração de CALL. Esta pesquisa sobre a integração de CALL no contexto brasileiro buscou contribuir para que se tenha uma compreensão mais ampla de como lidar com CALL e mostrar caminhos para que a integração ocorra em outros contextos. / The objective of this study was to analyze the integration of technology, or rather CALL – Computer Assisted Language Learning – in the classroom of Modern Languages courses in the state of Paraná. The Diffusion of Innovations Theory and the Spherical Model of L2 Teachers’ Integration of CALL Technology into the Classroom were the theoretical and analytical models that respectively guided the research. This is a mixed methods study that adopted a sequential explanatory design that consisted of two distinct phases: a first phase with a quantitative approach and a second phase with a qualitative approach. The final inferences were made from the results of both phases of the study. Analytically, the use of technology in the classroom was not considered a unitary construct, but rather multifaceted. Contextually, different higher educational institutions, not just one or two universities were investigated. The purpose was to avoid methodological, analytical and contextual constraints commonly found in studies on the integration of CALL. For the first quantitative phase a questionnaire was developed to collect data. The instrument was validated by a panel of experts, tested in a pilot study and, finally, applied to a sample of 152 teachers from 33 Modern Languages courses from public and private institutions throughout the state of Paraná. Statistical analyzes were performed to examine the relationship between the three sets of factors from the Spherical Model and the multifaceted uses of technology by the teachers of undergraduate language courses in the state of Paraná. The results identified four different uses and also the influences of individual factors, contextual factors and prior CALL/ICTs education on the uses of technology, showing that individual factors and contextual factors are important predictors of CALL/ICTs integration. Participants were selected for the qualitative phase according to the results of the quantitative phase and to Rogers’ Individual Innovativeness Theory. Sixteen semi-structured individual interviews were conducted. The qualitative phase deepened the quantitative results and explained the unexpected results and the results that could not be answered in the quantitative phase. The integration of the results showed that in addition to individual and contextual factors, apparently prior CALL/ICTs education should not be dismissed as a predictor of CALL/ICTs integration. It was also possible to provide a clearer picture of CALL in the Modern Languages courses in the state of Paraná. CALL is far from normalization. Additional findings were obtained in the two phases of the study. In international and Brazilian contexts, despite extensive research on CALL, there are still significant gaps in some areas. There is the need for more studies to further investigate the issue of integration and help elucidate the relationship between the factors that lead to CALL integration or not. This research on the integration of CALL in the Brazilian context sought to contribute to a broader understanding of CALL and to show ways for integration to take place in other contexts.

O objetivo deste estudo foi analisar como se dá a integração da tecnologia, ou melhor, CALL – Computer Assisted Language Learning – na sala de aula dos cursos de licenciatura em Letras do estado do Paraná. A Teoria da Difusão de Inovações e o Modelo Esférico de Integração de CALL foram os modelos teórico e analítico que respectivamente nortearam a pesquisa. Este estudo é uma pesquisa de métodos mistos e foi adotado um delineamento explanatório sequencial composto de duas fases distintas: uma primeira fase com abordagem quantitativa e uma segunda fase com abordagem qualitativa. As inferências finais foram feitas a partir dos resultados de ambas as fases do estudo. Analiticamente, o uso da tecnologia na sala de aula não foi considerado um construto unitário, mas sim multifacetado. Com relação ao contexto foram estudadas diferentes instituições de ensino superior, e não apenas uma ou duas universidades. Buscou-se evitar, assim, as limitações metodológicas, analíticas e contextuais comumente encontradas em estudos sobre a integração de CALL. Para a primeira fase quantitativa foi desenvolvido um questionário para coleta de dados. O instrumento foi validado por um painel de especialistas, testado em um estudo-piloto e, por fim, administrado a uma amostra constituída de 152 professores de 33 cursos de Letras de instituições públicas e privadas de todo o estado do Paraná. Análises estatísticas foram feitas para examinar a relação entre os três conjuntos de fatores do Modelo Esférico de Integração de CALL e os usos multifacetados da tecnologia pelos professores dos cursos de licenciatura em línguas do estado do Paraná. Os resultados identificaram quatro usos diferentes e também a influência sobre eles dos fatores individuais, contextuais e da formação prévia em CALL/TICs, mostrando que os fatores individuais e os fatores contextuais são importantes preditores da integração de CALL/TICs. Com base nos resultados da fase quantitativa e fazendo uso da Teoria da Inovação Individual foram selecionados os participantes para a segunda fase. Foram conduzidas 16 entrevistas individuais semiestruturadas. A fase qualitativa aprofundou os resultados quantitativos e explicou os resultados inesperados e sem resposta da fase quantitativa. A integração dos resultados mostrou que além dos fatores individuais e contextuais, aparentemente a formação prévia dos professores em CALL/TICs não deve ser descartada como preditor da integração de CALL/TICs. Foi possível também traçar o panorama atual de CALL nos cursos de Letras do estado do Paraná. CALL ainda está distante da normalização. Descobertas adicionais foram obtidas nas duas fases do estudo. No contexto internacional, assim como no contexto brasileiro, apesar das inúmeras pesquisas sobre CALL, ainda existem lacunas significativas em algumas áreas e percebe-se a necessidade de mais estudos que aprofundem o tema da integração e ajudem a elucidar a relação entre os fatores que levam ou não a integração de CALL. Esta pesquisa sobre a integração de CALL no contexto brasileiro buscou contribuir para que se tenha uma compreensão mais ampla de como lidar com CALL e mostrar caminhos para que a integração ocorra em outros contextos. / The objective of this study was to analyze the integration of technology, or rather CALL – Computer Assisted Language Learning – in the classroom of Modern Languages courses in the state of Paraná. The Diffusion of Innovations Theory and the Spherical Model of L2 Teachers’ Integration of CALL Technology into the Classroom were the theoretical and analytical models that respectively guided the research. This is a mixed methods study that adopted a sequential explanatory design that consisted of two distinct phases: a first phase with a quantitative approach and a second phase with a qualitative approach. The final inferences were made from the results of both phases of the study. Analytically, the use of technology in the classroom was not considered a unitary construct, but rather multifaceted. Contextually, different higher educational institutions, not just one or two universities were investigated. The purpose was to avoid methodological, analytical and contextual constraints commonly found in studies on the integration of CALL. For the first quantitative phase a questionnaire was developed to collect data. The instrument was validated by a panel of experts, tested in a pilot study and, finally, applied to a sample of 152 teachers from 33 Modern Languages courses from public and private institutions throughout the state of Paraná. Statistical analyzes were performed to examine the relationship between the three sets of factors from the Spherical Model and the multifaceted uses of technology by the teachers of undergraduate language courses in the state of Paraná. The results identified four different uses and also the influences of individual factors, contextual factors and prior CALL/ICTs education on the uses of technology, showing that individual factors and contextual factors are important predictors of CALL/ICTs integration. Participants were selected for the qualitative phase according to the results of the quantitative phase and to Rogers’ Individual Innovativeness Theory. Sixteen semi-structured individual interviews were conducted. The qualitative phase deepened the quantitative results and explained the unexpected results and the results that could not be answered in the quantitative phase. The integration of the results showed that in addition to individual and contextual factors, apparently prior CALL/ICTs education should not be dismissed as a predictor of CALL/ICTs integration. It was also possible to provide a clearer picture of CALL in the Modern Languages courses in the state of Paraná. CALL is far from normalization. Additional findings were obtained in the two phases of the study. In international and Brazilian contexts, despite extensive research on CALL, there are still significant gaps in some areas. There is the need for more studies to further investigate the issue of integration and help elucidate the relationship between the factors that lead to CALL integration or not. This research on the integration of CALL in the Brazilian context sought to contribute to a broader understanding of CALL and to show ways for integration to take place in other contexts.

For a long time, the research of communication strategies has played an important role in the study of second language acquisition. They are a criterion for the evaluation of the oral presentation and interaction in the Swedish curriculum of modern languages. Unfortunately, there are only few examples of communication strategies in the curriculum and teachers may ask themselves how different types of communication strategies can be distinguished and categorized. This study showcases how communication strategies used by 9th graders in group discussions can be identified and categorized based on a taxonomy of strategies and how this may contribute to evaluating the use of communication strategies. The research method used in this study is based on qualitative deductive content analysis. Results show, that communication strategies can be assigned uniquely to two major types of strategies, namely avoidance and resource expansion strategies. However, the assignment of communication strategies to different sub-categories proved to be more problematic. Furthermore, it could be determined that knowledge about the two major types of strategies contributes to the evaluation of communication strategies in oral presentation and interaction.

This thesis examines the results of a large-scale sociolinguistic study on the use of English in two universities in China. The aim of the thesis is to determine the sociolinguistic realities of the use of English in higher education in China. The universities were selected on the basis of their unique status in China’s higher education hierarchy. One university was a private institute reliant on student fees for its income, and the other a state-funded university under the supervision of the Chinese Ministry of Education. A sociolinguistic survey was conducted involving some 490 respondents at these universities between early 2012 and mid-2013. It was specifically aimed at describing the use of the English language in the formal education of students. The study reports on the status and functions of English at the universities, as well as the attitudes of various stakeholders towards English (and other languages). It also examines their beliefs about English. English is considered in a number of contexts: first, the context of language contact, of English alongside other languages and language varieties on the two university campuses; second, of English as part of the linguistic worlds of Chinese students who switch between languages in their daily lives, both in their education as well as their private lives; and third, of the spread and use of English in terms of the physical and virtual movement of people across spaces. The findings of the study indicate that the increasing use of English in the formal education at these universities is having an impact on the ways in which Chinese students are learning their course materials, and even more notably in the myriad ways these students are using multiple languages to negotiate their everyday lives. As university students in China become increasingly bilingual, their ability to move across spaces is shown to increase, both in the ‘real’ world, as well as in their Internet and entertainment lives. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills. / Educational Studies / D. Ed. (Didactics and Curriculum Studies)

Indiana University-Purdue University Indianapolis (IUPUI) / Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.

Данная выпускная квалификационная работа посвящена разработке методики интенсивного формирования коммуникативной компетенции на уроках РКИ. В работе рассматриваются современные интенсивные методики изучения иностранных языков, выделяются основные, которые стали базой для построения курсов для обучения РКИ. Также сделан акцент на сложностях, с которыми сталкиваются иностранные студенты при изучении русского языка. Проанализирована возможность применения интенсивного курса по отношению к русскому языку. Во второй главе дана теоретическая основа и организация опытно-поисковой работы по формированию коммуникативной компетенции на уроках РКИ. Представлены уроки из разработанной методики и подведены итоги, проанализированы результаты. / This final qualification work is devoted to the development of a methodology for the intensive formation of communicative competence in the lessons of Russian as a foreign language. The paper discusses modern intensive methods of learning foreign languages, highlights the main ones that have become the basis for building courses for teaching Russian as a foreign language. The emphasis is also placed on the difficulties that foreign students face when studying the Russian language. The possibility of applying an intensive course in relation to the Russian language is analyzed. The second chapter gives the theoretical basis and organization of experimental and search work on the formation of communicative competence in the lessons of Russian as a foreign language. The lessons from the developed methodology are presented and the results are summed up, the results are analyzed.

Магистерская диссертация посвящена изучению формирования межкультурной коммуникативной компетенции у школьников 10 классов в процессе изучения иностранного языка при участии в международных волонтерских программах. Целью данного исследования является теоретическое обоснование, разработка и экспериментальная апробация модели формирования межкультурной коммуникативной компетенции у обучающихся десятых классов в процессе изучения английского языка при участии в международных волонтерских программах. Структура работы состоит из двух глав: теоретической и практической. В первой главе приведен теоретический обзор нормативных документов Федерального государственного образовательного стандарта среднего общего образования (ФГОС СОО) и научной литературы по теме формирования межкультурной коммуникативной компетенции у обучающихся старших классов на уроках иностранного языка, описаны особенности коммуникативного подхода в обучении иностранному языку, изучены двадцать семь волонтёрских программ и определены наиболее подходящие в рамках российских реалий, составлена и описана педагогическая модель формирования межкультурной коммуникативной компетенции у обучающихся десятых классов на уроках английского языка при участии иностранных волонтёров. Во второй главе описан материал исследования, педагогические технологии и деятельность обучающихся, учителя английского языка и иноязычного волонтёра в процессе формирования межкультурной коммуникативной компетенции в рамках курса внеурочной деятельности “Страноведение”, приведены результаты опытно-экспериментальной работы. Результаты экспериментальной работы подтвердили идеи о построении системы управления процессом формирования межкультурной коммуникативной компетенции старшеклассника, в котором ведущая роль принадлежит учителю английского языка, управляющему учебным процессом, сопутствующая роль принадлежит волонтёру, выступающему в роли фасилитатора коммуникативного процесса, который придаёт общению на иностранном языке более естественный характер. Материалы исследования могут быть использованы в преподавании таких учебных дисциплин как методика преподавания иностранного языка, дидактика внеурочной деятельности, практикум по межкультурной коммуникации. / The master dissertation is devoted to the study of the formation of cross-cultural communicative competence among 10th graders at English lessons with the assistance of international volunteers. The aim of this study is the theoretical justification, development and experimental testing of the educational model for the formation of intercultural communicative competence of the tenth grade students in the process of learning English with the assistance of international volunteers. The structure of the work consists of two chapters: theoretical and practical. The first chapter provides a theoretical review of normative documents (Federal State Academic Standard for High Schools) and scientific literature on the topic of the formation of intercultural communicative competence among high school students in foreign language lessons, describes the features of the communicative approach in teaching a foreign language. Twenty-seven volunteer programs have been studied during the research and the most suitable within the Russian realities have been pointed out. Moreover, a didactical model for the formation of intercultural communicative competence among the tenth grade students in English lessons with the foreign volunteers` participation has been compiled and described. The second chapter provides the information about the research material, the pedagogical technologies used in the process of forming intercultural communicative competence within the extracurricular activity course “Country Studies”, and presents the results of the experimental work. The results of the experimental work confirmed the ideas about building a management system for the formation of intercultural communicative competence of a high school student, in which the leading role belongs to the teacher of English who manages the educational process, the minor role belongs to a volunteer acting as a facilitator of the communicative process. It helps the foreign communication sound more natural and English-like. These results can be used within the courses of foreign language teaching methods, didactics of extracurricular activities, intercultural communication practice.

Summaries in Engish and Afrikaans / Many learners of Arabic in Southern Africa have been unable to achieve communicative competence. An investigation into a possible link between teaching methodology and Arabic acquisition was undertaken. In the literature study, theories of language acquisition and related teaching methodologies and approaches were scrutinized. A questionnaire was developed to determine current practices in the teaching of Arabic. The results of the empirical investigation indicated that grammar-translation is the dominant teaching method. Majority of the learners are taught in a medium other than Arabic, have inadequate exposure to Arabic native speakers, are given very little opportunity to communicate in the language and spend the largest proportion of time translating to and from Arabic. The educational implications of the findings are discussed, and guidelines regarding methods of improving the acquisition of all four skills in Arabic are provided, both for teachers at schools and at tertiary academic institutions. / Meeste leerders van Arabies in Suidelike Afrika bereik nie komrnunikatiewe bevoegdheid in Arabies nie. 'n Ondersoek na 'n moontlike verband tussen die onderrigmetodes wat tans gebruik word en die verwerwing van Arabies is in hierdie studie ondemeem. In die literatuuroorsig is 'n aantal taalverwerwingsteoriee en verbandhoudende onderrigmetodologiee ondersoek. 'n Vraelys is ontwikkel om huidige praktyke met betrekking tot die onderrig van Arabies te bepaal. Die resultate van die empiriese ondersoek het aangedui dat die grammatika-vertaalmetode die dominante onderrigmetode is. Die meerderheid leerders word nie deur middel van Arabies onderrig nie, word nie voldoende aan Arabiese moedertaalsprekers blootgestel nie, het min of geen geleentheid om in Arabies te komrnunikeer nie en bestee die meeste van hul tyd aan die vertaling uit en na Arabies. Die opvoedkundige implikasies van die bevindinge is bespreek en voorstelle vir die verbetering van onderrigmetodes in Arabies is gemaak vir sowel onderwysers by skole en vir tersiere onderwysinstellings. / Educational Studies / M. Ed. (Didactics)