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La grammaire fait-elle peur aux élèves ? : La perception générale de la grammaire dans l’enseignement des langues vivantes en Suède. / Does grammar frighten the pupils? : The general perception of grammar studies in modern languages in Sweden.Järvinen, Sivi January 2015 (has links)
ABSTRACT This essay aims to explain the Swedish pupils’ attitude towards grammar and to give a more specific picture of its teaching in modern languages. The underlying factor for this subject is the author’s own experiences with the pupils’ reactions to the word ”grammar”, which is a term often connected to something negative among Swedish students. This thesis presents the pupils’ thoughts regarding grammar and its pedagogy. Since the author participitates in the teachers education programme, the absence of the word ”grammar” in the syllabus for modern languages will also be discussed and questioned. The basis for this thesis is a survey made in an upper secondary school in the south of Sweden in autumn 2014. Several groups studying a foreign language at different levels participated: three groups studying French and two groups studying Spanish. The results reveal that the majority of the pupils find grammar very difficult and boring, although these students also think that the grammar is an important foundation of the language since its study is regarded as an essential part of their language studies. However, the survey also shows that a small group of students find grammar studies interesting. The results and conclusions given in this essay may be of some interest for other teachers and education researchers.
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Learning by Talking : Comprehending and Analysing the Pupils’ Thoughts and Experiences about Speaking English for Second Language AcquisitionBegovic, Ajla, de Oliviera, Paula, Schürer, Maria January 2009 (has links)
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
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Management strategies in contact situations : a study of talk among speakers of Italian from different culturesNg, Angela Tzi San 01 January 1994 (has links)
No description available.
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Students' perspection of communicative language teaching : a study of the effects of oral communicative activities in a post-secondary EFL classroomYeh, Wai Man Helen 01 January 1999 (has links)
No description available.
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Theological competence of going public in modernity by meeting the challenge of Jurgen Habermas.January 2006 (has links)
Chan Chun Chiu. / Thesis (M.Div.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 63-65). / Abstracts in English and Chinese. / Title Page --- p.i / English Abstracts --- p.ii / Chinese Abstracts --- p.iv / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Statement of Thesis and its Motivation --- p.1 / Chapter 1.2 --- Theological Competence and Critical Theory --- p.6 / Chapter 1.3 --- Critical Theology as Revisionary Method of Correlation --- p.12 / Chapter 2. --- The Critical Political Theology of Peukert --- p.20 / Chapter 2.1 --- A Theory of Science: Communicability and Intersubjectivity --- p.24 / Chapter 2.2 --- A Theory of Action --- p.33 / Chapter 2.3 --- A Hermeneutical Criterion and Ethical Response: Anamnestic Solidarity --- p.40 / Chapter 2.4. --- Peukert´ةs View on the Gospels and its Relation to His Critical Political Theology --- p.48 / Chapter 3. --- An Evaluation of the Critical Theology --- p.54 / Chapter 3.1 --- Conclusions --- p.61 / Bibliography --- p.63
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"You can't come to my birthday party" : preference organisation in young children's adversative discourseChurch, Amelia January 2004 (has links)
Abstract not available
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Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin CollegeBong, Nguyen Thi, n/a January 1988 (has links)
In recent years, English has become a compulsory
subject in schools and many tertiary institutions of
Vietnam. The need to train teachers of English is greater
than ever before.
However, in the Hanoi Foreign Languages Teachers
Training College (HFLTTC), English language teaching in
general and the teaching of oral skills in particular leave
much room for improvement. The students' oral proficiency is
far from satisfactory.
This problem has inspired the writing of this
study report as an attempt to search for an appropriate
method to improve the students' communicative competence.
The study consists of four chapters. Chapter one
will overview some English Language Teaching (ELT) methods
in relation to teaching spoken English and their application
in Vietnam.
Chapter two will consider the context of the
HFLTTC where teaching and learning are carried out with a
view to identifying an appropriate approach to the problem.
Chapter three will outline communicative
competence as an objective of the ELT and discuss principles
of the communicative approach to attain the objective, and
suggest teaching material through which the principles can
be applied.
Chapter four will recommend the classroom
techniques which may improve the students' oral proficiency.
This study report should be regarded as an
attempt to apply the communicative approach to teaching oral
skills to students in the context of Vietnam.
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From grammar to communication : a moderate viewpoint in the teaching of EFL adult learners in VietnamDung, Nguyen Hanh, n/a January 1985 (has links)
This Study is concerned with the problems arising
from the application of new ideas in communicative
language teaching for EFL adult learners in Vietnam,
and the solutions to these problems.
The Study argues that to learn to communicate
effectively in a foreign language does not mean merely
to master the linguistic forms of the language, but also
to be able to use them in an appropriate way: to
acquire what is called communicative competence. The Study
also suggests that in Vietnam, the structural system of
the language cannot be neglected if teaching/learning is
to be successful. Accordingly, the Study attempts to
search for an appropriate approach to develop communicative competence in the EFL adult learners of Vietnam.
In order to achieve this aim, the Study enters into
consideration of the relevant literature with reference
to the development of the concept of communicative
competence, and communicative language teaching. Then
the Study makes a survey of some communicative-approach-based
textbooks pointing out the practical values of
different syllabus design models and teaching strategies
discussed in the literature.
Finally the Study proposes a communicative-structural
approach to syllabus design for the target group, the
teaching strategies as well as some techniques and
activities associated with the suggested approach.
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A cross-cultural study on the way in which speakers of Vietnamese and speakers of English issue, accept and decline spoken invitationsHuong, Dang Thi, n/a January 1992 (has links)
In this field study report, the author investigates behaviour
associated with inviting in order to see if there is any effect on the
language used across cultures due to factors such as status, age,
gender in actual social interactions.
Chapter one gives a brief introduction to the important role of the
English Language in the world in general, and in Vietnam
nowadays in particular, and a review of Teaching Methods which
have been used in Vietnam so far.
Chapter two will deal with the theoretical background, language
competences including linguistic competence, sociolinguistic competence and communicative competence. In addition, speech
act theory , face work, distance, power in relation to status, age
and gender as well as reviews research on the differences between
spoken and written are also discussed.
Chapter three defines the structure of an invite with its social and
cultural characteristics focussing on the natural structure of a
spoken invitation.
Chapter four describes research and data analysis of the issuing,
accepting and declining of spoken invitations used by Vietnamese
speakers of Vietnamese (VSV).
Chapter five contains the data analysis of the issuing, accepting
and declining of spoken invitations used by Australian speakers of
English (ASE).
Chapter six discusses the comparison of Vietnamese and
Australian spoken invitations, the main difference being found in
the use of much more direct forms used in VSV as opposed to more
tentative forms preferred by ASEs. Directness of form, however,
does not reflect a lack of politeness, which is conveyed to a much
larger extent by other prosodic and paralinguistic features.
Chapter seven is a brief cross-cultural investigation of the spoken
invitations of Vietnamese learners speaking English. This shows
up a degree of cross-cultural interference and offers some
implications for the classroom.
Chapter eight contains a summary and conclusion. The results
of the study may suggest that Vietnamese learners of English need
to be taught not only linguistic competence but also communicative
competence with an emphasis on cultural and social factors.
Spoken invitations which really have some function in actual
interactions need to be incorporated in the program for teaching
spoken English.
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Developing Chinese EFL students' social and communicative competence : two teaching strategiesLi-Cheng, Gu, n/a January 1984 (has links)
This Field Study Report aims to advocate that the
target culture should also be taught while teaching the
English language to Chinese students. Chinese students
are learning English to communicate and socialize with the
English speaking people. But learning only the English
language is not enough for this purpose. They have to
learn the way the English speaking people express
themselves, their value judgements, and their customs.
In the review of literature, many linguists like Chastain
and Rivers share this same opinion.
English teaching in China started more than one
hundred years ago. The traditional teaching method still
has some influence. The present curriculum appears a
little unbalanced. Some of the teaching materials are
found to be inadequate to teach the target culture.
To illustrate some cross-cultural interferences, a
survey questionnaire was conducted among some Chinese
students and some Australian students. The data obtained
from the survey indicated some selected problem areas for
the Chinese students in talking with the native speakers
of English.
Two teaching aids were designed. One is a fifteenminute
video tape, the other is three simulation exercises.
They demonstrate several cultural conflicts between the
English speakers and Chinese English learners. Both the
video tape and the simulation were trialled among the
Chinese students. They proved to be relatively effective
in teaching the target culture.
The trialling convinced this writer that it was
possible for a teacher of English to prepare teaching aids
such as video and simulation exercises. However, this
may be very time consuming. But the result of the trialling
proved that it was worth the time and effort.
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