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Evaluation of Japanese Ki-Sho-Ten-Ketsu essay organization vis a vis the English Five Part Essay by native English speaking college composition students and implications for contrastive rhetoricLoy, Kumiko Honjo, 1950- January 1988 (has links)
College composition students and graduate assistant teachers were tested for their perceptions of coherence, focus, organization, and overall quality of essays written in the Japanese Ki-Sho-Ten-Ketsu rhetorical pattern of organization as opposed to the English Five Part Essay style of organization where the experimental essays were otherwise identical. These perceptions were measured on a 4-point Lykert scale. The composition students were also tested for their total recall of the essays. The data were analyzed by ANOVA, and no significant effect for treatment was observed. The results of this study suggest that for the Japanese Ki-Sho-Ten-Ketsu/English Five Part Essay pair the negative effects of native language rhetorical pattern on readers of the second language may be less important than the theory of contrastive rhetoric would suggest. Consequently, alternative forms of possible cultural interference such as cultural background knowledge (content) and the role played by writing in a culture warrant greater scrutiny.
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Motivational factors and learners' strategies in the English as a second language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learningAbdul Razak, Noor Zainab January 2000 (has links)
The aim of this study is to investigate the motivational orientations affecting ESL learers in learing English and to identify learners' learning strategies when dealing with CALL instruction at Universiti Teknologi Malaysia. Specifically, the study seeks to investigate: Cl) Motivational orientations when learning English in a conventional classroom, (2) Motivational orientations when learning English in a CALL classroom, and (3) Learners' strategies when learing English using computers. The data for the study were collected using two research tools: questionnaires and interviews. Two types of analyses, that is a Crosstabs and a Chi- Square tests were applied to the data. This thesis is divided into six chapters. Chapter One presents the research context of the study. It also describes the significance of the study by addressing major questions concerning students' motivation when learning English at UTM. Chapter Two reviews the literatue on motivational orientations and learning strategies to put the study in the broader research context. Chapter Three describes the sampling, research instruments and data collection procedures employed in the present study. Chapter Four analyses and presents the findings in relation to students' motivational orientations when learning English in a conventional classroom and in a CALL classroom. Chapter Five describes the findings in respect of students' learning strategies specifically when dealing with CALL tasks. Chapter Six presents a summary of the major research findings and ilustrates how the findings of the investigation relate to previous research findings. The chapter also indicates the implications of the findings for pedagogy, discusses the study limitations, and finally offers suggestions for future research. The research results provide evidence that students put effort into learning English, showed a positive attitude, a strong desire, low anxiety, and high expectations when learning English using computers. The results also show that students used a wide range of strategies when working with computers, that is, metacognitive, affective, cognitive and social strategies. Based on the results of the study, the recommendation is made that if CALL is to be integrated in the English language curriculum at UTM, students' motivational orientations and learing strategies should be considered for effective teaching and learning.
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The effect of text structure on ESL students' recall of informationHayashi, Akiko. 10 April 2008 (has links)
No description available.
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A course of college English for foreign studentsPeine, Caroline Frances. January 1951 (has links)
Call number: LD2668 .T4 1951 P4 / Master of Science
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Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë15 September 2015 (has links)
Ph.D. / According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprising seeing that research in African languages focuses mainly on literature and linguistics while language acquisition does not feature prominently. The aim of this study is to provide directions that could serve as point of departure for further research on the teaching of the African languages to non-mother tongue speakers ...
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Teaching writing to English second language learnersDison, Laura 05 March 2015 (has links)
Learning to write is a complex process that students
struggle with, particularly those studying through the medium
of English as a second language. This research, report is an
exploration of how the sub-skills of writing are dealt with
from differing theoretical perspectives. Research in the
teaching of writing has been increasingly student-centred
and focuses attention on writing as a recursive process in
which planning, structuring, reading, revising and editing
take place throughout the whole task. In line with this
. tendency, the research report aims to evolve an approach to
the teaching of writing which synthesises the strengths of
current paradigms for the teaching of writing. The synthesis
approach is applied to an analysis of TELIP (Teachers'
English Language Improvement Programme) writing materials in
an attempt to determine its effectiveness as an analytic
tool.
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Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL LearnersUnknown Date (has links)
ABSTRACT This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing
skills, and reading speed and comprehension. In addition, the study compared Arab participants to their non-Arab peers in four particular aspects: gains, interaction, performance and
differences between the two groups before and after the treatment. The phonological instruction consisted of five groups of the English sounds, six groups of blends, five phonetic skills,
and two decoding skills. The phonological instruction was carried out during the reading class time and delivered for a month. A total of 53 ESL international students participated in the
study. Analyses employed three different grouping criteria: one whole group (n = 53), two main groups: Arab (n = 38) and non-Arab (n = 15), and three main groups: foundation (only Arab n =
4), beginner (Arab n = 27 + non-Arab n = 8) and low intermediate (Arab n = 7 + non-Arab n = 7). All participants took pretests in spelling, pseudowords (nonsense words), and reading speed
and comprehension, went through the phonological instruction treatment, and took posttests in the same skills. The spelling and pseudoword pre and posttests were identical across all
participants in all proficiency levels. However, reading speed and comprehension pre and posttests were identical in each proficiency level but different across all proficiency levels. Due
to an unexpected change in the study design, all participants were exposed to the phonological instruction treatment and there was no control group. Consequently, the study could not
provide a direct evidence for the impact of the phonological instruction treatment on the target skills. Nevertheless, in the first aspect where the study analyzed gain scores of
participants in the target skills, findings from this study revealed that all participants (n = 53) scored in the posttests significantly higher than the pretests in both spelling and
pseudoword. However, when separating participants into two groups: Arab and non-Arab, findings showed that the Arab group increased significantly in both spelling and pseudoword whereas
the non-Arab group increased significantly only in spelling but not in pseudoword. Further, while each group of Arab and non-Arab participants in the beginner level did not significantly
increase in reading speed, each group of Arab and non-Arab students in the low intermediate level significantly increased in the posttest. Moreover, each group of Arab and non-Arab
participants in both beginner and low intermediate levels did not significantly increase in the comprehension posttests. In the second aspect, the study examined differences in performance
between the two groups of participants in the target skills. Findings showed that differences found in the way the two groups changed over time in the gain scores of all target skills were
not statistically significant. In the third aspect, the study compared Arab to non-Arab participants based on their gain scores in the target skills. In spelling, findings showed that none
of the two groups outperformed the other because both groups significantly increased in spelling. In pseudoword however, findings suggested that Arab participants outperformed their
non-Arab peers because only Arab students significantly increased in their pseudoword gains scores. In reading speed, because none of the two groups in the beginner level significantly
increased in their gain scores, findings suggested that none of two groups outperformed the other. Similarly, findings suggested that none of the two groups in the low intermediate level
outperformed each other because both groups significantly increased in reading speed. The Arab and non-Arab groups in both the beginner and the low intermediate levels did not
significantly increase in the comprehension gain scores, therefore, findings suggested that none of the groups in either proficiency level outperformed the other. In the fourth aspect, the
study analyzed differences in the pre-existing knowledge between Arab and non-Arab groups in the target skills according to their mean scores in the pretests. Findings suggested that while
spelling background knowledge of the non-Arab group is substantially significantly richer than the spelling background knowledge of the Arab group, the two groups did not significantly
differ in their background knowledge in English orthographic conventions. Furthermore, findings exhibited that non-Arab participants in the beginner level were reading with a significantly
higher rate in the pretest than their Arab counterparts. On the other hand, findings revealed that there were no significant differences between low intermediate Arab and non-Arab groups
in their reading speed prior to the phonological instruction. In comprehension, findings showed that the non-Arab group in both beginner and low intermediate levels scored significantly
higher than their Arab peers in the pretest. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / November 6, 2015. / Comprehension, ESL, Phonological Awareness, Pseudoword, Reading speed, Spelling / Includes bibliographical references. / Rebecca Galeano, Professor Directing Dissertation; Michael Uzendoski, University Representative; Elizabeth Jakubowski, Committee Member; Diana Rice,
Committee Member; Phyllis Underwood, Committee Member.
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Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-RegulationUnknown Date (has links)
It is beneficial for Chinese English-learners to improve their communicative competence through being taught in a communicative-based class (especially with the use of task-based language teaching, Nuevo, 2006). However, previous studies revealed that Chinese teachers have had difficulties in engaging students in communicative-based classes (Chen, 2003; Chowdhury & Ha, 2008; Chung & Huang, 2009). Therefore, although communicative-based classes aim to have students engage with using the target language within the class setting, students in China seem resistant — they are not active in communicating with each other or even the teacher (Chen, 2003). The purpose of this Dissertation study was to examine whether teachers’ use of scaffolding strategies and autonomy supports might help engage students as well as improve their communicative competence in communicative-based classes. Specifically, the purpose of this study was to examine the relationships among teachers’ use of scaffolding strategies and autonomy supports, the satisfaction of students’ psychological needs (autonomy, competence, and relatedness) and students’ self-determined motivation, self-regulation, class participation, and their English learning outcomes by assessing a path-analytic model. Before conducting the path-analytic model, I validated the survey items used to measure teachers’ use of scaffolding strategies, teachers’ autonomy supports, students’ psychological needs, students’ self-determined motivation, and students’ self-regulation through an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Participants involved in the EFA were similar to participants who were involved in this dissertation research (CFA and path analysis): freshmen and sophomores who were taking communicative-based classes (Communicative English for Chinese Learners) at Guangdong University of Foreign Studies. The EFA-surveys were translated into Chinese and back-translated into English, then distributed face-to-face during the month of June 2017, the end of the second semester in the 2016-2017 school year. Items were adjusted based on results of the EFA, and were subsequently used in a CFA and path-analytic analysis. Surveys were again distributed at the end of the first semester in the 2017-2018 school year for CFA and path analysis. CFA results confirmed the factor structures proposed by EFA. Path analyes showed that the initial hypothesized model did not fit the data well, and thus, the model was modified and a final model was selected and discussed. The final model revealed that only teachers’ use of scaffolding strategies predicted students’ satisfaction of their psycholgocial needs to promote intrinsic motivation, while students’ satisfaction of psychological needs mediated the relationship between teachers’ use of scaffolding strategies and students’ self-determined motivation, as assumed by the self-determination theory. In addition, students’ self-determination (including their satisfaction of psychological needs and motivational regulation) was positively related to their self-regulaion, class participation, course score, and expectation of the amount of knowledge they had learned, both directly and indirectly. Finally, students’ self-regulation negatively predicted students’ course score — which is contradictory with previous studies — while class participation was positively associated with both students’ scores (as assumed by previous studies) and expectation of the amount of knowledge they had learned. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / June 15, 2018. / Communicative language teaching, English as a foreign language in China, Self-determination theory, Self-regulation, Students' autonomy, Students' English learning outcomes / Includes bibliographical references. / Jeannine E. Turner, Professor Directing Dissertation; Gretchen Sunderman, University Representative; Alysia Roehrig, Committee Member; Yanyun Yang, Committee Member.
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An investigation into non-native English teachers' attitiudes towards pedagogic models of pronunciation teachingNg, Weng Kei, Kei January 2018 (has links)
University of Macau / Faculty of Arts and Humanities. / Department of English
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任务型教学法在汉语作为第二语言教学中的设计和实施. / Designing and implementing task-based instruction for teaching Chinese as a second language / CUHK electronic theses & dissertations collection / Ren wu xing jiao xue fa zai Han yu zuo wei di er yu yan jiao xue zhong de she ji he shi shi.January 2011 (has links)
寇志晖 / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 322-331) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Kou Zhihui.
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