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Web 2.0 e inglês como língua estrangeira: atitudes de professores e alunos adultos / Web 2.0 and English as a foreign language: teachers and adult learners' attitudesCláudio José Mouço da Rocha 24 March 2011 (has links)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem por objetivos compilar e analisar percepções sobre o uso de ferramentas web 2.0 no ensino de inglês como língua estrangeira e aliar a análise de atitudes à teoria da Andragogia, que trata do aprendizado de adultos, proposta por Knowles (1973, 1975, 1984, 1990). O assunto parece não contar com estudos coordenados, visto que Thomas (2010) apenas muito recentemente editou um compêndio com trabalhos envolvendo as possíveis aplicações de recursos da web 2.0 no estudo de uma língua estrangeira e as percepções de alunos, embora outros estudos, como os de Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) e Jarvis e Szymczyk (2010) tenham discutido o assunto isoladamente. Neste trabalho é realizada a compilação das opiniões de alunos adultos e de professores de inglês como língua estrangeira. Como instrumento de coleta de dados optou-se pela utilização de questionários fechados. Tal abordagem possivelmente dá a esta pesquisa um caráter inédito, ao menos no que se refere à coleta de atitudes de alunos adultos e professores brasileiros de um curso de idiomas quanto ao uso de ferramentas web 2.0 no ensino de uma língua estrangeira. A análise dos dados mostrou que aprendizes adultos e professores têm atitudes positivas e estão preparados para a utilização de recursos web 2.0 em sala de aula. Conclui-se, entretanto, que embora a maioria dos participantes desta pesquisa concorde que o uso de tais ferramentas contribui para o ensino de inglês como língua estrangeira, alguns ajustes e procedimentos ainda devem ser implementados para que as ferramentas web 2.0 se tornem não apenas um acessório, mas parte integrante do processo de aquisição do idioma / This study aims to compile and analyse the perceptions of the use of web 2.0 tools in English Language Teaching and associate the analysis of attitude to the Andragogy theory, which deals with how adults learn, advanced by Knowles (1973, 1975, 1984, 1990). This topic does not appear to have a coordination of studies, since Thomas (2010) has only recently edited a handbook with works involving the possible applications of web 2.0 resources in the process of foreign language acquisition and students perceptions, although other works, as those by Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) and Jarvis & Szymczyk (2010) have discussed the topic isolatedly. This work compiles the opinions of adult learners and teachers of English as a foreign language. Data was collected through closed questionnaires. This approach may provide this research with novelty, at least with as regards the collection of Brazilian adult learners and teachers attitudes towards using web 2.0 in foreign language acquisition in a language school. Data analysis showed adult learners and teachers have positive attitude and are ready to use web 2.0 resources in the language classroom. Nonetheless, albeit most of the participants of this research agree the use of such tools contribute to teaching English as a foreign language, some adjustments and procedures should be implemented so that web 2.0 tools do not become mere accessories, but rather an integral part of the of the language acquisition process
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Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class / Att flippa engleskklassrummet : Implementering av metoden att flippa klassrummet i engelskundervisningenÖstman, Sonny January 2018 (has links)
This study was carried out in a secondary school in Sweden and was written by one student becoming a teacher of English. The aim of this thesis is to find out how well the flipped classroom method would work in an English class in Sweden and what one needs to bear in mind when implementing the method. The following research questions guided this thesis: How did the students and teacher experience the flipped classroom as a teaching approach? What elements are important to bear in mind when implementing the flipped classroom? The main findings of this study showed that both the students and the teacher were positive towards implementing some aspects of the flipped classroom such as using video clips, as it was more student-centred and provided more variety to their English classes. Furthermore, this thesis, as well as previous studies, highlights certain aspects one needs to bear in mind when implementing the flipped classroom. Firstly, finding suitable materials is very time consuming initially when one either records or searches for suitable materials to flip that are well-adjusted to the students’ level. Secondly, one needs to understand that homework is essential for the method and one needs routines to make it efficient. Lastly, the essence of the flipped classroom is to free more time in the classroom. Therefore, one needs to construct a well-planned follow-up lesson in order to help the students’ process as to what they learn at a deeper level.
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Development of a unique instructional paradigm for teaching English as a foreign language in Korea: an examination of its effectivenessKent, David Bradley January 2007 (has links)
The native language of South Korea has come to contain a linguistic subset consisting of English and European loanwords and pseudo-loanwords. The notion that the English as a Foreign Language (EFL) learner is immersed in such a lexicon, and that this terminology can be utilized to effectively assist target language (Standard American English) vocabulary acquisition by the false-beginner through Computer Assisted Language Learning (CALL), was evaluated and examined. The empirical investigation employed a within-methods (i.e. experiment and survey) design. To this end, the researcher developed and deployed multimedia-based learning environments to empirically test research suppositions. In particular, to examine how the student’s knowledge of English words adapted for use in the South Korean vernacular – loanwords – is affected by their attitudes towards computerized instruction, their preference for certain methods of learning and teaching, and also by the attributes of computerized instructional packages. Ultimately, a method of instruction grounded in both CALL and linguistic theory was developed and its effectiveness for use with South Korean EFL learners in a university English program setting assayed. Scholarly accounts of the South Korean cultural learning style were also taken into consideration, and the implications such accounts hold for the implementation of CALL initiatives scrutinized. / The findings of this study are significant at the administrative, practitioner, and field level. Research outcomes indicate (a) computer use did not bias results obtained through CALL: (b) use of the L1 (first language) to assist foreign language acquisition produced positive learning gains, albeit marginal and limited, as evidenced by the persistent difficulty learners had in building new form-meaning connections between pseudo-loanwords in South Korean and English-equivalents; and, (c) multimedia-based learning developed on cultural and classroom expectations of learners, as found in the literature, was not as successful as that it was contrasted against. Consequently, results of the research come to support usability of CALL in the tertiary education sector, the existence of a ‘stabilized interlanguage’ on the South Korean peninsula and the need to re-profile the South Korean cultural learning style and student classroom expectations that pertain to EFL.
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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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An analysis of CALL and implications for IndonesiaHananto,, n/a January 1992 (has links)
Computers have begun to be exploited for English
teaching purposes by some Indonesian teachers.
Unfortunately, the potential of the computer is not fully
realized. There is also a danger that the computer is
misused. For example, the computer use is limited to
delivering exclusively dri11-and-practice exercises. It
is, therefore, very essential for Indonesian EFL teachers
to explore avenues for improving the computer use.
The aim of this study is explore how CALL (Computer
Assisted Language Learning) is used in the ACT in order
to encourage and improve the use of CALL in relation to
English teaching in Indonesia.
In this study, the different theories of CALL are
reviewed. This is followed by a description of how CALL
is utilized in the ACT. This CALL survey is offered as a
model for comparison. Since CALL is still considered a
controversial issue, students' and teachers' attitudes
toward CALL are also investigated. Finally, implications
and suggestions are put forward for Indonesian EFL
teachers and educational authorities. Important insights
from the survey are emphasized. Necessary information
which was not found in the survey, such as the latest
developments in CALL, is included.
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Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College studentsPham, Khai Hoan, n/a January 1985 (has links)
With the increasing contact between Vietnam
and English speaking countries and the growing demand
for foreign language professionals in the last decades,
the teaching of foreign languages, especially English,
has gained considerable prominence in Vietnamese
education. However, English has been taught in Vietnam
for a relatively short time, there are significant
deficiencies in this area. If these deficiencies are
to be addressed then methodology is a crucial variable
worthy of examination.
Many of the EFL teaching (Teaching English
as a Foreign Language) methods developed in the last
twenty years are unfamiliar to a great number of the
Vietnamese teachers, although they may be introduced
to Vietnam in the near future. In this study a historical
overview of language teaching development is provided.
Since language teaching methods are products of
Western experience, a scrutiny of their relevance
to the Vietnamese teaching situation is necessary. In
particular it is important to focus on the psychological
and cultural appropriateness of different methods to
the Vietnamese settings. A number of most crucial
psychological issues such as the learner's motivation,
aptitude, personality and learning style are discussed
together with some social and cultural influences
which may affect the learner's psychological attributes,
The study also provides a specific investigation of
the psychological attributes of Vietnamese students
and a number of cultural problems faced by this type
of learners in their English learning process. Finally
some practical, though tentative, suggestions are made
in the hops that more and more Vietnamese teachers of
English will respond to the problem of teaching
methodology and search for ways to bring about
effective learning.
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An analysis of problem areas in advanced Chinese EFL composition writing : with recommendations for teachingLi, Zhang, n/a January 1984 (has links)
The major concern of the Field Study is the teaching
of composition, with particular reference to Chinese foreign language institutes.
Robert B. Kaplan (1966), having analyzed the rhetorical
behaviours of several linguistic groups, claims that different
cultures develop different rhetorical conventions, which
influence the non-English native speaker's way of writing in
English. Recent years have witnessed many developments in
language teaching as a result of research done in sociolinguistics,
yet the implication of Kaplan's finding for EFL
teaching is still unexplored. This paper thus intends to
examine this issue of "cultural differences in the nature of
rhetoric" by comparing the Chinese linguistic system with the
English linguistic system in terms of rhetorical organization
in exposition. The following aspects are to be discussed.
In the first place, an introduction delineates the need
for this Study, its aims, scope and sources of data.
After the Introduction, there is a brief review of the
EFL composition teaching in China and the influence of overseas
composition teaching in foreign language institutes in China
today.
An attempt is then made to study Kaplan's theory by
exploring both Chinese and English rhetorical patterns; and
devices. The emphasis of this chapter is on a comparison and
contrast of expository modes and strategies in the two
rhetorics.
Having studied rhetorical principles in a broad
sense, the report narrows its focus to the differences in
their use of English rhetorical devices between Australian
English native speakers and foreign language learners from
China; the material studied is a selection of compositions
produced by Chinese students and rewritten by Australian
students.
The final section contributes practical suggestions
for EFL composition teaching in foreign language institutes
in China.
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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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Assessing the spoken English of Vietnamese EFL teacher-traineesLoc, Ton That Tung, n/a January 1989 (has links)
This study examines the problems of constructing and
administering a test of spoken English for Vietnamese EFL teacher-trainees. In
an attempt to standardize the assessment, a planned oral interview was pilottested
with a group of ten Vietnamese EFL teachers currently enrolled in a
Graduate Diploma Course in TESOL at the Canberra College of Advanced
Education, Australia. Results of the study indicate that the validity and reliability
of such measurement can be achieved if certain carefully outlined procedures in
planning the test and training the testers are carefully followed.
Given the close relationship between testing and teaching, it is
suggested in this study that there could be an improvement in the teaching of
spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time
allocated to testing oral proficiency in the curriculum was increased, (ii)
Vietnamese EFL teachers were provided with formal training in language test
construction, and (iii) research on EFL oral testing was encouraged. Further,
this study recommends co-operation between TEFL institutions in Vietnam to
develop standard instruments for the assessment of spoken English of EFL
teacher-trainees on a national level.
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Teaching English as a foreign language for communication in ChinaRongji, Lu, n/a January 1983 (has links)
China urgently needs a large number of interpreters, guides
and teachers who are competent communicators in the English
Language. One of the foreign language institutes that is
attempting to satisfy this need is the Beijing Second Foreign Language Institute (or Erwai).
It is argued that Erwai fails to produce competent
communicators in English, a failure that is seen to be due
to three interdependent factors: 1) the lack of teacher
training, especially in the area of teaching methodology;
2) the resultant inability to select and effectively
exploit teaching materials; and 3) the inappropriateness
of currently-used teaching approaches to the perceived
goals of the Institute.
It is the third of these factors that receives particular
attention in this paper. A survey is made of the merits
and shortcomings of the three teaching approaches that
have been used at Erwai, namely the 'grammar-translation,'
'audio-lingual' and 'cognitive' approaches. This serves as
back-ground to the proposal that a 'communicative approach'
to teaching be introduced at Erwai.
It is claimed that the communicative approach is the most
appropriate to the goals of Erwai students, the majority
of whom will need to be communicatively competent in their
future professions. The communicative approach is applied
to the four basic skills of language and it is suggested
that these skill areas be integrated in the classroom,
rather than be taught in separate courses, as is presently
the case at Erwai.
Finally, the adoption of a communicative approach is seen
to involve changes not only in classroom activities and
materials, but also in the role of the student and the role
of the teacher.
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