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Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) TeachersKim, Yoon Jung 22 December 2016 (has links)
No description available.
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Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
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Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
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Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge KamunimaKamunima, Pontianus Musenge January 2014 (has links)
Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher
efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of
engagement and learning among learners, including difficult or unmotivated learners. English
Second Language (ESL) reading seems to be a substantial problem in Namibia. This
research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding
the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four
sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on
aspects which influence teachers‘ TSE with regard to teaching reading. The researcher
formed assumptions from the epistemological premises and followed an interpretive approach.
A non-probability sampling method was used to select the eight teachers within the
four schools of the nearby circuit. The data were collected qualitatively by means of in-depth
interviews in order to gather data from teachers‘ individual experiences about intermediate
learners‘ low reading skills and teaching reading. Data were analysed and interpreted using
Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian
teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading.
The rationale for this study was to identify gaps related to teachers‘ SEBs and to make
suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school
environment, as another source that influences teachers‘ SEBs regarding teaching reading.
Since the school environment is an additional source of self-efficacy the researcher recommend
further research that can establish evidence on how school environment influences
SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge KamunimaKamunima, Pontianus Musenge January 2014 (has links)
Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher
efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of
engagement and learning among learners, including difficult or unmotivated learners. English
Second Language (ESL) reading seems to be a substantial problem in Namibia. This
research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding
the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four
sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on
aspects which influence teachers‘ TSE with regard to teaching reading. The researcher
formed assumptions from the epistemological premises and followed an interpretive approach.
A non-probability sampling method was used to select the eight teachers within the
four schools of the nearby circuit. The data were collected qualitatively by means of in-depth
interviews in order to gather data from teachers‘ individual experiences about intermediate
learners‘ low reading skills and teaching reading. Data were analysed and interpreted using
Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian
teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading.
The rationale for this study was to identify gaps related to teachers‘ SEBs and to make
suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school
environment, as another source that influences teachers‘ SEBs regarding teaching reading.
Since the school environment is an additional source of self-efficacy the researcher recommend
further research that can establish evidence on how school environment influences
SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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A hermeneutical approach to curriculum interpretation : deconstruction as a learning activityBoshoff, Anna Elizabetha Magdalena Johanna 31 October 2007 (has links)
The general view of educators at all levels of education as well as trainers in
industry, that learners do not have the ability to use their knowledge inter-curricular
and holistically in their lives prompted the study. A very superficial study that was
done in 2000, regarding the same problem, acted as the starting point for this study.
The main purpose of the study was to determine the reasons for the general
perception by educators that learners do not use their embedded knowledge in an
inter-curricular manner. It also aimed to determine the most effective facilitating
styles and methods that would help the learners to develop the skills to learn with the
main aim to achieve learning that lasts and not just learning to pass.
The use of deconstruction as a learning activity forms the biggest part of this
qualitative action research project which was based on the main principles of the
hermeneutic approach namely, communication followed by interpretation in order to
reach understanding. The principles of narrative therapy were also used in the
project.
The hermeneutic approach followed in this study also allows the reader to walk the
road with the participants as a narrative, first person reporting style provides rich
background information regarding all the participants of the study as well as the
contexts in which the actions took place. The reader will also be able to feel the
closeness that existed between the educator and the learners who were part of this
study. / Educational Studies / M.Ed. (Didactics)
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Factors contributing to academic performance of students in a private university in KenyaKarimi, Florah K. 31 December 2008 (has links)
This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained. / Educational Studies / D. Ed. (Philosophy of Education)
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The interdependence hypothesis: exploring the effects on English writing following an expository writing course in ZuluRodseth, Wendy Sue 31 January 2005 (has links)
This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education. / Linguistics / M. A. (Applied Linguistics)
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An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo ProvinceMabiletja, Matome Meriam 04 1900 (has links)
The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province?
The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs. / Linguistics / M.A. (Specialisation in Sociolinguistics)
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Guidelines for a whole-school language policy in multicultural schoolsHendry, J. O. (John Owen), 1945- 06 1900 (has links)
This study explores approaches and strategies to implement in multicultural English-medium
secondary schools for the management and education of black pupils with limited proficiency
in English. It attempts to identify means of enhancing and accelerating the mastery by such
pupils of English at a level sufficient to support their cognitive-academic needs.
An account is given of those elements of the South African education system that have
contributed to the disadvantagement that such children bring to the multic,llttu'al classroom.
Relevant theories of bilingual education create a theoretical context for the qualitative research
that follows, in which the experiences are recorded of educators at three schools where the
needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by
means of focus-group interviews.
Based Oll this research, guidelines are offered to help multicultural schools design policies and
implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education)
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