Afin d'améliorer les moyens d'observation en Haute Résolution Angulaire les télescopes acquièrent des diamètres de taille considérable. L'optimisation de ces grands télescopes de type E-ELT nécessite une caractérisation complète des sites devant les accueillir ainsi que des coupoles qui vont les abriter. En se basant sur une étude expérimentale effectuée sur le site du VLT (Paranal) on montre que la caractérisation verticale de la turbulence donnée par les profils de Cn2 et d'échelle externe est plus représentative des conditions réelles d'observation. Sachant, que le site qui va accueillir le futur E-ELT est à seulement quelques kilomètres de Paranal, les résultats vont servir à définir les spécifications des systèmes de compensation prévus pour cette nouvelle génération de grands télescopes. Cette étude a permis aussi la mise en évidence de la couche de surface et on a établi une estimation de son altitude et de son énergie. On montre que la couche de surface contribue significativement à la dégradation du front d'onde incident sur le télescope. Sa localisation près du sol soulève des questions sur son interaction avec les coupoles qui sont de même taille. LOTUCE un nouvel instrument développé dans le cadre de mon travail de thèse, a été proposé pour étudier l'interaction de cette couche de surface avec la coupole. En se basant sur la mesure des angles d'arrivée (AA) sur différents points du front d'onde, LOTUCE donne une estimation des paramètres optiques de la turbulence comme le paramètre de Fried, le temps de cohérence et l'échelle externe. La modélisation de la turbulence locale est alors possible en étudiant les courbes de covariance des AA dans les deux directions longitudinale et transverse. La dernière partie de ce travail a porté sur l'évolution temporelle de la turbulence optique. Il s'agit d'une étude basée sur l'estimation du temps de cohérence à partir de l'analyse statistique des fluctuations d'AA. Cette méthode utilisée par GSM a été validée par une simulation numérique. Ces résultats montrent que ce paramètre est plus sensible aux conditions de mesures et aux contraintes instrumentales.

This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methods / English Studies / D. Litt. et Phil. (English)

The dissertation focuses on the possibilities of drama in English language teaching in the second stage of basic education. The objective was to contribute to the development of ELT methodology in the Czech environment and to try to critically define the possibilities of drama education as an approach to instruction in this field. The starting points of this dissertation are based on social constructivism, accent the principle of holistic learning, and stem from the demands for changes in education in connection with the curricular reform of the education system that is currently underway. Apart from a terminological analysis, the theoretical part of the dissertation also contains a detailed introduction to the teaching strategies of drama education and their application in English language teaching. The goal of the empirical part was to find the beliefs of a cohort of teachers from primary schools and of English Studies students at the Faculty of Education regarding the possibility of using drama in English language teaching. The research design was mixed and the research investigation was conducted at two levels, through a questionnaire-based survey and through experimental instruction. The methods of data collection and analysis included a questionnaire-based survey, a pre-test and a post-test,...

The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.

The present thesis is concerned with the reflection of Global Englishes (GEs) and English as a Lingua Franca (ELF) in current teacher training manuals. The theoretical part introduces research into GEs and ELF with an emphasis on the pedagogical implications of the global role of English. The practical part consists in an analysis of four teachers training manuals of British provenance published between 2011 and 2014. Using a qualitative content analysis (see Schreier 2012), the author identifies in the selected publications textual material reflecting research into GEs and ELF. The identified textual material deals primarily with the teaching of language (e.g. pronunciation teaching) and culture (e.g. cultural relevance of materials), but attention is also paid to the current role of English in the world. On the basis of this material, the author then evaluates how the selected publications reflect research into GEs and ELF. The conclusion provides a summary of results, and suggestions for further research. Keywords: Global Englishes, English as a Lingua Franca, teacher training manuals, ELT, qualitative content analysis

This dissertation thesis focuses on the use of drama in English language teaching. In the theoretical part the field of drama in ELT is elaborated in terms of its principles, methods and examples of practical use. Based on the outlined theoretical basis the technique radio role play is introduced. The main aim of the thesis was to identify and verify possibilities and limitations of the technique applied in English language teaching. To meet the aim of the thesis action research was used as the research design employing a range of data collection methods, e.g. questionnaires with pupils; interviews with pupils, teachers and critical friends. Content analysis was used to process the collected data and the analysis was further interpreted with the support of contextual information regarding educational setting in which the research was carried out and contextual material (lesson plans, teaching material, audio and video recordings). Within the four cycles of action research initial hypotheses, which were formulated before the actual research, were verified. The research findings show that the radio role playing contributes to the development of speaking as a language skill (mainly fluency and spontaneity of speech), improvisation skills, creativity and non-verbal communication. The main limitation...

This is a study that employs error analysis to investigate written production in English, by Swedish upper secondary learners of English, in order to determine which linguistic errors most commonly occur amongst this group, and to compare the results between first-year students and third-year students for a possible indication of which error types continue to occur throughout upper secondary school. The error categories included in this study are grammatical errors and errors as a result of transfer. The variable of gender will also be taken into account, due to the statistics and previous research that show female students tend to achieve higher results in academics. The purpose of the study is to gain a better understanding of how Swedish upper secondary learners acquire English, and to uncover which areas are most challenging for them, in the hopes of highlighting areas within ELT that may need revision. The participants of the study are students attending Swedish upper secondary schools, year 1 and 3. The analyzed data was collected from the Uppsala Learner English Corpus (ULEC), which consists of texts produced by Swedish learners of English attending middle school and upper secondary school.     The results show that certain error categories and types are consistently challenging for both first-year students and third-year students, which provides an indication of which areas in ELT might be lacking. Within the grammatical error category, all groups demonstrated a significant lack of knowledge pertaining to subject-verb agreement, as well as prepositions, which are both to a certain degree attributed to the first language; meaning, they may be the result of transfer. The male students were shown to outperform the female students; however, the female third-year students produced fewer errors than their male counterparts, which suggests a faster progression. The male third-year students were shown to have the same error rate as the male first-year students, which suggests a slower progression. While the third-year students produced fewer errors overall, the error types they struggled the most with are the same error types most commonly occurring in the first-year group, suggesting pedagogical remediation is needed.

This study investigates the application of the world Englishes (WE) paradigm to English language teaching (ELT) in the higher education context of Japan, as well as the possible application of competing paradigms that also work within a pluricentric view of English: English as an International Language (EIL) and English as a Lingua Franca (ELF). The Chukyo University Department of World Englishes (DWE), within the College of World Englishes, serves as the primary site of inquiry. A main focus of the study is to explore the development of a broader concept of World Englishes for educational contexts. A literature review of work in the three fields of WE, EIL, and ELF was conducted, as well as a literature review of leading work in the field of English language curriculum design. The literature reviews establish a baseline of what is currently known in these fields. To provide additional answers to the research questions for this study, three sets of qualitative data were obtained and analyzed: a survey of graduates of the DWE since 2006, a survey of teachers in the DWE, and a series of observations of actual classes within the DWE. A coding scheme was designed for each of the two survey instruments to facilitate their analysis, which was used to report on and analyze the survey data, as well as incorporating actual excerpts from the raw data, to better illustrate and support particular trends or commonalities expressed in the data. The classroom observations were written up in the form of ‘vignettes’ from which further analysis could be made and triangulated with the data from the two surveys. These results were then interpreted to report the findings of the study, and a series of themes were identified that showed potential areas to focus on for curriculum enhancements. These include: the overcoming of shyness in Japanese students, the insufficiency of communicative language teaching (CLT) within a 4-skills curriculum, the applicability of content and language integrated learning (CLIL) in Japanese higher education, the need for more academic and business/professional education, the concept of world mindedness, the overall relevance of the WE/EIL/ELF paradigms, and the concept of ‘Educated English’ (Kachru 2003, Bamgbose 1982), as an objective for the Expanding Circle. The concept of Educated English in particular, has heretofore been underexplored in Expanding Circle WE research. The study concludes that based on the needs of students in the DWE, and more widely in Japan and across other Expanding Circle contexts, a broader concept of WE is necessary to better inform ELT curricular and pedagogical practices. The goal of working towards educated Japanese English as an outcome is more realistic for higher proficiency, highly motivated students, and the study concludes that ELT pedagogy to realize this goal is better suited to creation of an honors track, and general track, in the DWE and other institutions. Ultimately, the thesis contributes new insights into creating a broader concept of WE, drawing on research from competing paradigms, and posits a more suitable model of English pedagogy for Expanding Circle users of English.

This study investigates the application of the world Englishes (WE) paradigm to English language teaching (ELT) in the higher education context of Japan, as well as the possible application of competing paradigms that also work within a pluricentric view of English: English as an International Language (EIL) and English as a Lingua Franca (ELF). The Chukyo University Department of World Englishes (DWE), within the College of World Englishes, serves as the primary site of inquiry. A main focus of the study is to explore the development of a broader concept of World Englishes for educational contexts. A literature review of work in the three fields of WE, EIL, and ELF was conducted, as well as a literature review of leading work in the field of English language curriculum design. The literature reviews establish a baseline of what is currently known in these fields. To provide additional answers to the research questions for this study, three sets of qualitative data were obtained and analyzed: a survey of graduates of the DWE since 2006, a survey of teachers in the DWE, and a series of observations of actual classes within the DWE. A coding scheme was designed for each of the two survey instruments to facilitate their analysis, which was used to report on and analyze the survey data, as well as incorporating actual excerpts from the raw data, to better illustrate and support particular trends or commonalities expressed in the data. The classroom observations were written up in the form of ‘vignettes’ from which further analysis could be made and triangulated with the data from the two surveys. These results were then interpreted to report the findings of the study, and a series of themes were identified that showed potential areas to focus on for curriculum enhancements. These include: the overcoming of shyness in Japanese students, the insufficiency of communicative language teaching (CLT) within a 4-skills curriculum, the applicability of content and language integrated learning (CLIL) in Japanese higher education, the need for more academic and business/professional education, the concept of world mindedness, the overall relevance of the WE/EIL/ELF paradigms, and the concept of ‘Educated English’ (Kachru 2003, Bamgbose 1982), as an objective for the Expanding Circle. The concept of Educated English in particular, has heretofore been underexplored in Expanding Circle WE research. The study concludes that based on the needs of students in the DWE, and more widely in Japan and across other Expanding Circle contexts, a broader concept of WE is necessary to better inform ELT curricular and pedagogical practices. The goal of working towards educated Japanese English as an outcome is more realistic for higher proficiency, highly motivated students, and the study concludes that ELT pedagogy to realize this goal is better suited to creation of an honors track, and general track, in the DWE and other institutions. Ultimately, the thesis contributes new insights into creating a broader concept of WE, drawing on research from competing paradigms, and posits a more suitable model of English pedagogy for Expanding Circle users of English.

The thesis focuses on the topic of language and content integration in ELT in a broad sense, i.e. it discusses not only CLIL but also other models of content-based teaching, viz. ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EMI (English-medium Instruction). In the theoretical part of the thesis, these models are described as regards their history, typical features, teachers, learners, as well as benefits and negatives. The empirical part of the thesis explores the current practice of language and content integration at Czech general secondary schools ("grammar schools"). The research is based on case studies of five teachers who teach various courses belonging to this category. The preliminary research investigated what courses are currently being offered at grammar schools in Prague; they are mostly elective courses. Our research findings suggest that language and content integration in the form of elective courses is a rather common practice, although often unconscious. Teachers tend to act on the basis of their intuition rather than their knowledge of theory and practice of language and content integration. Generally, it seems that more emphasis is put on content than language in these lessons. Content-based English lessons may be beneficial for learners for...