Thesis (M.S.)--Brigham Young University. Dept. of Educational Psychology. / Subjects taken from Timpview High School Seminary classes. Bibliography: leaves 27-31, 45-49.

Title from first page of PDF document. Includes bibliographical references (p. 61-64).

Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 8, 2006. Dissertation Committee: Irene Brosnahan (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 224-248) and abstract. Also available in print.

This is an empirical study about factors that motivate pupils to speak English as a foreign language. The aim of this study is to investigate when pupils in the classroom situation, in Grades 4-6 in a school in Sweden, are motivated to speak English as a foreign language, and why they are motivated to speak English in these situations. To implement this study, questionnaires and interviews have been chosen as methods. 51 pupils in Grades 4-6 took part of the study. Since being able to communicate orally in a foreign language is of great advantage for one, and creates opportunities both for work and for study abroad, it is important for pupils to learn how to communicate orally in English. It is important to be able to use the language. In the English curriculum in Swedish schools, speaking English is a skill pupils must possess. Since this is the requirement it is important that teachers in Sweden relate to this. Many pupils do not like to speak in front of the rest of the class and some pupils only like to speak in informal situations. Therefore, teachers must use various strategies to create a willingness to communicate among pupils and various strategies to motivate them to speak English. The results show that pupils are motivated to use the language in class when they have recently been abroad. It also shows that they are motivated when they can decide the topic and speak about something they are interested in. / <p>Engelska</p>

Comment former au mieux un professeur de Français Langue Etrangère (FLE) avec une compétence en Communication Interculturelle dans un pays où les échanges interculturels naturels sont réduits par rapport à d’autres pays plus francophones? C’est une problématique sur le point d’être aborder en Colombie. En effet, il existe des recherches autour de l’interculturel, dans des contextes comptant d’innumérables immigrants et des mélanges de différentes cultures provenant de divers pays. Cependant, dans notre recherche, la problématique est née du manque de ces interactions au quotidien. La question se pose donc dans l´absence de l’exigence du contexte d’établir un échange interculturel exolingue qui donne comme conséquence la faiblesse d’une compétence en Communication Interculturelle. La recherche s´intéresse donc à mettre en évidence l’importance d’une dynamique de la Communication Interculturelle dans l´apprentissage d´une langue étrangère, le français, en dehors de son contexte familier (le bassin francophone) et utilise comme outils de recollection d’information l’observation, les rencontres interculturelles synchrones et asynchrones, les enquêtes, les questionnaires ou encore les rapports réflexifs, qui plus tard seront interprétés à travers le logiciel Atlas Ti. Comme résultat de la recherche, l’auteur propose une méthode d’apprentissage de la langue étrangère, à l’intérieur de l’approche interculturelle, en tenant compte des caractéristiques de la ville où le processus d´apprentissage a lieu ainsi que les caractéristiques des enseignants de FLE en formation, afin de développer leur compétence en Communication Interculturelle. / How to educate a foreign French language (FLE) teacher with a competence in intercultural communication in a country where the daily intercultural exchanges are limited? This is an avid question for being studied in Colombia. In effect, there are researches about the intercultural, in the contexts with a lot of immigrants and with the mixture of different cultures from diverse countries. Nevertheless, in our research, the problem exists because in Colombia there isn’t this type of exchanges in the daily life of young students. The problems were born because the context doesn’t demand to have an intercultural exchange in foreign language. This situation provokes consequences like the feebleness in the competence in intercultural communication. The research is interested in showing the importance of a dynamic intercultural communication in a process of learning foreign language, the French, out of its familiar context. The research uses like instruments of information recollection: the observation, the synchronous and asynchronous intercultural interchanges, the interviews, the questionnaires, and reflexive reports. The compiler information is analyzed throw the software Atlas TI. Finally the research proposes a method for the learning of foreign languages in relation to the intercultural approach and takes account the important aspect of the city’s characteristics, where the process of learning is happening, and the students’ feature. The objective of the method suggests developing the competence in an intercultural communication in the teacher’s French Foreign language (FLE) in formation in Colombia.

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

abstract: ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback. / Dissertation/Thesis / M.A. Asian Languages and Civilizations 2012

Notre travail avait pour objectif d’étudier les effets d’un dispositif médiatisé à distance sur la formation d’enseignants de langue. Nous commençons par rappeler succinctement la démarche adoptée puis nous effectuerons une synthèse du réalisé. Enfin, notre conclusion s’achèvera par le rappel de quelques particularités relatives à cette recherche et sur des perspectives envisageables. / Pas de résumé disponible

In second language research and pedagogy, motivation has been labeled as a key factor for success (Clément, 1980; Dörnyei, 1998; Tremblay & Gardner, 1995; Deci & Ryan, 1985); namely, language learners with high levels of motivation will be more successful than those who exhibit more negative attitudes towards learning the TL. Through classroom observations, student survey responses and personal interviews conducted in a beginner-level university French class, this study attempted to determine broad motivational patterns using Gardner's (1982) binary integrative and instrumental model, and then determine specific origins for these motivations. Four interviewees were selected: two with high instrumental and integrative orientation, and two with low integrative and instrumental orientation. Research questions aimed to determine initial motivational tendencies of the students and how these changed or remained consistent throughout the semester; additionally, a comparison between what interviewees indicated about their own motivational tendencies and their class performance were analyzed. The findings of this study indicated that integrative motivational tendencies shifted positively over the course of the semester, whereas instrumental motivational tendencies remained consistent. The change in integrative motivation was mainly due to cultural francophone insights brought to the classroom through the instructor and textbook materials. The malleable nature of integrative motivation presupposes that students' investment (Norton-Pierce, 1995) in, or motivation, to learn the TL language culture must grow in order for integrative motivation to do so as well. Implications include how larger university environments can more successfully hone in on individual achievement through teacher awareness of student motivational behaviors in the classroom. Additionally, pedagogical implications will aid educators in better understanding their pupils' motivation for learning foreign languages and recognizing how student behavior can be helpful indicators of waning or waxing motivation in class. Results suggest that teaching culture in the FL classroom can help augment integrative motivation.

The main aim of this diploma thesis is to prove the impact of pupil?s acquired knowledge of English on their writing in German. In the theoretical part the historical development of both languages is shown with the emphasis on such historical events that determined this development. It is because of these events that each language developed in a different way. In the next chapter both languages are compared and the most important differences are pointed out. Next chapters are about Anglicisms in German, multilingualism and transfer, on this basis information are transferred from one language to another. The topic of last chapter in this part is ?error?. The practical part supports the theoretical knowledge gained by languages-comparing in a practical situation. On the basis of the corrections of upper primary school level German essays with the emphasis on the errors caused by the interference for English the practical part presents not only interesting results gained from many points of view, it also proves the impact of pupil?s acquired knowledge of English on their writing in German. Subsequently, the particular language areas are presented in which this type of errors was the most common. The authentically chosen errors are also commented on. The last part of the work includes various kinds of didactic material that can be used by such teachers of the German language who want to prevent this type of mistakes in their lessons.