The promotion of a successful programme of second language learning requires that the best possible choice of method be made. Reason and argument should support choice of method. A technique of method evaluation is necessary to supply reason and argument and to assist in the promotion of a successful programme. The development and illustration of a technique of method evaluation is the purpose of this study. Three steps are outlined in the proposed technique: (1) A survey of the judgments of authorities in the fields of language teaching and linguistics is made to determine those characteristics stressed as necessary to a good method. The common characteristics of the judgments of the authorities become the yardstick for evaluating a method. (2) A structure of method analysis which will reveal the nature of the method is outlined. (3) The final step is examination of the analysis of the method to determine to what extent the common characteristics of a good method are present. The worth and validity of the survey of the judgments of authorities are dependent upon two factors: (1) the extent of the judgments reviewed; and (2) the recency of the judgments reviewed. The need to substitute fact for opinion, and to substitute objectivity for subjectivity in choice of method has prompted the study. The procedure recommended is able to supply reason and argument for choice of method. Method evaluation is a means to ensure choice of a good method, and therefore is a means to an improved language programme. / Education, Faculty of / Graduate

The present study was undertaken to examine under controlled conditions the opinions of certain educators regarding methods of marking compositions and their effects upon improving pupils' composition. Three grading schemes were considered: the Overall Impression method by which one mark is awarded; the Content/ Form method by which two separate marks are awarded, one for content and the other for mechanics; and the Single Point Per Theme method by which several grading factors are used individually on different occasions as a basis for grading. The problem stated was: Which, if any, of the three grading methods used in the experiment under similar learning conditions, is most effective in assisting pupils to improve their writing? Six teachers and two hundred and thirteen grade six pupils from three elementary schools representing a cross-section of the school population, participated in the study. These groups were taught the same written composition lessons under standardized conditions for a ten week period during the fall term. Teachers graded the groups' weekly composition assignments by one of the three methods under observation. These methods had been previously outlined to the pupils, who were supplied with mimeographed marking guide sheets. The gains in composition skill achieved as a result of the experiment were obtained by measuring the difference between initial and final scores on a standardized language test and initial and final scores on samples of pupils' compositions written under standardized conditions and graded by a team of three English teachers. The Null Hypothesis was assumed and no differences in the degree of composition improvement were anticipated. Classes were divided into three roughly equivalent groups and each teacher marked the three class groups by the experimental methods. (In this and in other matters teachers were guided by a Teacher's Manual.) From these eighteen sub-groups, three groups totalling 156 subjects, matched on a group intelligence test and a standardized language test, were obtained. The study was conducted from late September to the middle of December during the year 1954. A final standardized language test identical to that given eleven weeks before and similar samples of written work such as were obtained earlier provided the final scores and concluded the experiment. Conclusions 1. The subjects participating in the study achieved highly significant gains in their level of composition writing. In a two and one-half month period, the gain in the Standardized Language Test scores, according to grade norms supplied for the test, was 1.2 grades. A corresponding significant Increase in the quality of sample written compositions was also observed. 2. The importance of the method of grading, perhaps, is overestimated. If the pupil receive a mark for written assignments and understands its basis, it would appear that this may be one important factor in composition improvement. The suggested salutory psychological effects of one method, the simplicity of another, or the realistic basis of still another marking scheme does not seem to affect the pupils' interpretation of their grade. It may be that the three methods have approximately equal effects upon improving pupils1 written work. 3. On the basis of results obtained in this study there would seem to be no evidence to support claims of the superiority of any one of the three marking methods under observation. / Education, Faculty of / Graduate

This research investigates the categorization of English speech sounds by young non-native children. The fundamental thesis is that non-native children, like native children (Read 1970), can organize their perceptions of the phonetic features of English in a way which is consistent and is systematic, (that is, based on categorical judgments, phonetic perceptions or a knowledge of the phonological rules of English). The research of other investigators was examined for insights. The evidence presented consists of spellings invented by thirteen non-native children five to nine years old, who composed stories and messages by choosing alphabetic correlates for the sounds they perceive. The results of this experiment were analyzed to determine the sources of error, the children's knowledge and perceptions of English speech sounds and the degree of similarity to Read's (1970) results. The significance of the research for the teaching of literacy was discussed together with an account of the development of the spellings. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Submitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION in the Subject Didactics in the Faculty of Education at the University of Zululand, 1987. / The purpose of this dissertation is to look into the teaching of Zulu as a first language at Junior Secondary school level with special reference to the spoken and written language and grammar. It appears as though the teaching of Zulu in Junior Secondary schools is not as effective as it should be, the examination results are not as good as could be expected. This study opened with an orientation to the problem. Findings from literature, interviews and questionnaires were related to the theory discussed in chapter two on the teaching of a language. The spoken language lays the foundation of all language teaching and learning, it increases the pupils' vocabulary, it helps children arrange their ideas logically, and makes children appreciate the beauty of speaking their own language. The literature studied revealed that children are stimulated to explore and elaborate their own thoughts through writing. Writing enables the teacher to provide different learning styles and needs. This research revealed that a number of teachers of Zulu are not adequately qualified to teach the subject. Teachers do not receive adequate in-service education on the subject and the syllabi are not prescriptive enough to give teachers the necessary guidance. These factors contribute, to some extent to the fact that the teaching of the subject is not receiving the attention it deserves. From the analysis of data on the field study conducted in this research it was found that: 1. The classes are very big so a limited number of pupils are involved in class discussions and it becomes difficult to give a lot of written work. Very few children are afforded a chance to practise the language in class. 2. The highest academic qualification of the majority of teachers that teach Zulu is the matriculation examination, so it is unlikely that these teachers can teach the language efficiently and competently. 3. Children are made to write a few compositions, opportunities for 'free writing' are not many. Very little is done to help children talk on topics of immediate interest and to communicate in as many situations as possible. These findings led us to recommend that: 1. Teachers should, from time to time, resort to group work so as to solve the problem of big classes. If a class is divided into small groups and works as such groups all the children should have the opportunity to practise the language. 2. The teachers' academic qualifications should be high. Teachers should have done at least two courses in Zulu to be able to teach effectively at Junior Secondary school level. 3. The pupils should be provided with the opportunity of developing a wide range of speech. Teachers must ensure that children are put into the position that they can express their emotions and observations in writing in an accurate and convincing manner.

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This thesis concerns curriculum design for the high school credit program in Korean Language at Sup sogiii Hosu (Lake in the Woods), the Korean Language Village (KLV) at Concordia Language Villages (CLV). It reviews the main features and principles of the draft curriculum for the Korean Language Village 4-week high school credit program, evaluates the design based on the classroom results of the inaugural credit session, discusses the feasibility of a total immersion approach in Korean learning for speakers of English, and suggests further directions for Korean immersion curriculum development using WebCT tools. The entire draft curriculum, covering two years of high school curriculum, is presented as an appendix. Along with a general review of immersion, this study also contains a general review of CLV's educational philosophy and its actual program features, and suggests the critical role that KLV can play in facilitating Korean education in the U.S., where the need for more effective Korean language education is rapidly increased. The thesis also discusses the importance of Korean language education for the Korean adoptees who make up a significant portion of the KLV population, and calls for the reform of existing Korean education programs targeted mainly at 2n d generation Koreans in the U.S.

The issues and factors which affected the planning, development and implementation of the Kwak'wala Teacher Training Project, a program for training Kwakwaka'wakw people to teach in the Native language programs of their communities, are described and discussed. The study focuses on the five courses oriented toward teaching methods and the development of teaching materials for the local Native language programs. The over-all purpose of the study is to gain understandings of the factors and issues in Native language teacher education. The specific goals are: 1. To gain an understanding of the factors and influences which affected the planning, development and implementation of the Kwak'wala Teacher Training Project, from the perspectives of the students and the instructors. 2. To describe the "planned instructional program" designed for the Kwak'wala Teacher Training Project, and to describe the changes that occurred in the process of developing and implementing the planned courses. Included in this is an exploration of the underlying assumptions made by the instructors in planning the program. 3. To provide a description of the process by which the KTTP program developed, and to map the parameters of the program. 4. To gain insights into: a) the characteristics of the Native students and their learning needs, b) the concerns and issues facing Native people involved in learning to become better teachers of the Kwak'wala language, c) the concerns and issues professionals working in language teachers. facing the KTTP with non-Native Native Data for the study was collected from a number of different sources. These included observations and field notes recorded during the period the program operated, a variety of documents pertaining to the program, and interviews conducted with a representative number of students from the program. A two-part curriculum-design model, proposed by Jarvis (1982), was used as a checklist for exploring various elements of both the planned instructional program and the broader context, as well as the relationship between them, and to help focus the study which showed a wide range of factors and influences affecting the program from both the broader social context in which it occurred, and from within the program itself. This included insights gained by the instructors, regarding the students perception of teaching and learning in a school setting and their orientation toward learning and teaching. Changes occurred in the program, the students, and the instructors understandings as KTTP progressed. A number of cultural value orientations held by the students, which influenced the development of the instructional program, and appear to have significance for future teacher training programs were identified and described. The findings of this study suggest that instructors and others involved in the setting up and teaching of Native language teachers can facilitate the process of Native language teacher education by: 1. working with Native teachers to explore their underlying assumptions about what constitutes teaching and learning in a school setting, 2. designing Native teacher training education programs which facilitate Native social interaction patterns, recognize the learning preferences of Native students, and seek to discover the students' cultural value orientations, 3. emphasizing the relationship of language and culture, and the importance of recognizing that language and culture are interrelated, 4. recognizing and valuing the knowledge and experiences of Native people, and 'the need for them to be involved in the decision-making process by sharing in the processes of planning and assessing the program as it progresses. The approach taken in KTTP to Native language teaching emphasized the interrelatedness of language and culture. It was not expository in nature or verbalistic in its orientation, but was activity-based and experiential. The use of social and cultural activities actually occurring in the community provided the basis for developing materials for the Native language program, and for teaching-learning activities. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This thesis concerns curriculum design for the high school credit program in Korean Language at Sup sogiii Hosu (Lake in the Woods), the Korean Language Village (KLV) at Concordia Language Villages (CLV). It reviews the main features and principles of the draft curriculum for the Korean Language Village 4-week high school credit program, evaluates the design based on the classroom results of the inaugural credit session, discusses the feasibility of a total immersion approach in Korean learning for speakers of English, and suggests further directions for Korean immersion curriculum development using WebCT tools. The entire draft curriculum, covering two years of high school curriculum, is presented as an appendix. Along with a general review of immersion, this study also contains a general review of CLV's educational philosophy and its actual program features, and suggests the critical role that KLV can play in facilitating Korean education in the U.S., where the need for more effective Korean language education is rapidly increased. The thesis also discusses the importance of Korean language education for the Korean adoptees who make up a significant portion of the KLV population, and calls for the reform of existing Korean education programs targeted mainly at 2n d generation Koreans in the U.S. / Arts, Faculty of / Asian Studies, Department of / Graduate

"As the writer is going to teach English to the Thai students who do not speak a word of English, it is essential for her to be intimately acquainted with the development of reading vocabulary in order to teach Thai students to read English effectively in various fields of interests. The purpose of this paper is to review some of the professional literature concerning developing reading vocabulary in order to identify methods which can be used with Thai students"--Introduction. / "May, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references (leaves 38-39).