Global ETD Search

111	Active learning in teaching English language support courses to first-year students in some Ethiopian universities Yoseph Zewdu Kitaw 04 1900 (has links) The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year university students. The study was planned to identify factors that affected the implementation of active learning in classrooms where English as a Foreign Language (EFL) is taught, the perceptions of EFL instructors and their students regarding active learning, the linkage between assessment practices and productive skills, and the commonly used types of active learning techniques. The study was conducted in three Ethiopian universities and employed a qualitative approach to data generation and analysis. As such, data generation strategies focused on relevant documents, classroom observation, individual interviews, and focus group discussions. The participants of the study included 27 EFL instructors and their students (17 groups of focus group discussion), enrolled for English Language support courses at freshman level. Based on my analysis of the data, the primary barriers to the implementation of active learning techniques in EFL classrooms were as follows: Students’ poor background exposure to the English language; Students’ negative associations with language learning; EFL instructors’ ineffective classroom management; The adverse influence of students’ external social environments; Dependency in group work; low relevance of English Language support courses; Lack of administrative support from Universities. The participants of the study were aware of the importance of active learning and student-centred approaches and in favour of the implementation thereof. Despite this, they did not feel that they practised them effectively in the teaching and learning process. In fact, the instructors explained that, in the face of very unfavourable circumstances for active learning and student-centred approaches, they felt utterly disappointed, with no sense of achievement, when attempting to use these approaches in their classrooms; they did not believe that the existing situation was conducive to the implementation of active learning and student-centred approach. Furthermore, these EFL instructors did not use a variety of active learning techniques in the teaching and learning process of English supportive courses. The dominant techniques they used were group work and pair work. They did not utilise alternative techniques to teach essential productive skills (i.e. speaking and writing).The participants also indicated that the assessment techniques they used were not closely related to lesson objectives or language learning goals in the development of productive skills. The relationship between assessment types and active learning techniques was characterised by traditional pencil-and-paper tests designed solely for grading purposes; and not to improve the actual learning process. In grading, the weight given to productive skills was very small in contrast to that assigned to receptive skills (i.e. listening and reading), grammar and vocabulary. Their relationship involved teaching simply to prepare students for tests, irrelevant and untimely feedback, substandard assessment, absence of dynamism in the two-dimensional assessment techniques, and incongruence between assessment techniques and actual language skills and competence. In relation to feedback, both the students and their instructors pointed out that EFL students were more concerned with their grades than with the potential to learn when receiving feedback on their writing or oral presentations. In line with these findings, this thesis concluded by offering relevant recommendations for alleviating the problems observed in the teaching of English language support courses - both in general and with particular regard to productive skills development. / Curriculum and Instructional Studies / D. Ed. (Didactics) Active learning Student-centred approach English as a Foreign Language EFL teaching Constructivism First-year university students Productive skills Speaking and writing skills Basic language skills Teacher education English Language support courses EFL students 428.24071163
112	The use of short stories for CLT in senior ESL classes in Zambia Chipili, Denson 29 April 2013 (has links) Teaching ESL continues to pose a big challenge in most schools in Zambia. This is due to the paucity of teaching resources. While the number of schools has increased, there has not been a corresponding increase in funding due to economic reasons. This study arose from the desire to find alternative resources to teach English as a second language effectively within the communicative language teaching (CLT) framework. A review of available literature has shown that literature can help students to acquire the four language skills: reading, writing, listening and speaking. / English Studies / M. A. Literature Literary text Short story book ESL Prescribed course book Language skills CLT approach Principles Communicative competence Schema theory Schemata Input theory Text selection 428.00706894 Short stories, English
113	Angličtina pro cestovní ruch / English for Tourism JELÍNKOVÁ, Renata January 2011 (has links) The thesis is focused on ESP, English for Specific Purposes, namely English for tourism. Another specific feature is that it focuses on one particular student and the preparation of an individual course for him. In this thesis the student's needs are analyzed, the course syllabus is developed and teaching materials are prepared. After the study of the theoretical literature, the needs of the particular student are analyzed in terms of language needs, language skills and intercultural competence. The analysis is carried out through a guided interview and synthesized in a case study. A one-semester course syllabus design is the result of the analysis. In accordance with the syllabus, the lesson plans containing specific topic, aim, language skills, language sub-skills and teaching materials are created.
114	Essais sur l'enseignement supérieur et la recherche : capacités d'accueil, frais d'inscription et mobilité internationale. / Essays on higher education and research : capacities, tuition fees and international mobility Didisse, Jonas 12 December 2018 (has links) Dans un contexte d’internationalisation de l’enseignement supérieur et de la recherche, nous nous intéressons à deux problématiques relatives aux dynamiques récentes des systèmes universitaires nationaux. D’abord, à partir d’une approche microéconomique par l’offre, nous montrons que le degré d’intervention publique et les capacités d’accueil non-rigides des établissements expliquent les divergences de frais d’inscription entre les systèmes universitaires régulés et dérégulés. Ensuite, à partir d’une approche macroéconomique par la demande, nous cherchons à appréhender les facteurs d’inélasticité de la demande à travers des modèles de gravité incluant des déterminants hors-prix de la mobilité internationale des étudiants / In a context of internationalization of higher education and research, we focus on two issues related to the recent dynamics of national university systems. First, from a supply microeconomic approach, we show that the level of public intervention and the non-rigid capacities of institutions explain the divergence of tuition fees between regulated and deregulated university systems. Then, from a macroeconomic demand approach, we try to underline the inelasticity of the demand from gravity models with non-price determinants of international student mobility Marché de l'enseignement supérieur Concurrence entre universités Mobilité étudiante Capacités Recrutements Frais d'inscription Subventions publiques Résistances multilatérales Effets de réseau Compétence linguistique Qualité institutionnelle Higher education market Competition between universities Student mobility Capacities Enrollment Tuition fees Public subsidies Multilateral resistance Network effects Language skills Institutional quality 371.206
115	Teaching of Arabic to learners in Muslim private schools in South Africa and Botswana Mall, Munira Ahmed 06 1900 (has links) Summaries in Engish and Afrikaans / Many learners of Arabic in Southern Africa have been unable to achieve communicative competence. An investigation into a possible link between teaching methodology and Arabic acquisition was undertaken. In the literature study, theories of language acquisition and related teaching methodologies and approaches were scrutinized. A questionnaire was developed to determine current practices in the teaching of Arabic. The results of the empirical investigation indicated that grammar-translation is the dominant teaching method. Majority of the learners are taught in a medium other than Arabic, have inadequate exposure to Arabic native speakers, are given very little opportunity to communicate in the language and spend the largest proportion of time translating to and from Arabic. The educational implications of the findings are discussed, and guidelines regarding methods of improving the acquisition of all four skills in Arabic are provided, both for teachers at schools and at tertiary academic institutions. / Meeste leerders van Arabies in Suidelike Afrika bereik nie komrnunikatiewe bevoegdheid in Arabies nie. 'n Ondersoek na 'n moontlike verband tussen die onderrigmetodes wat tans gebruik word en die verwerwing van Arabies is in hierdie studie ondemeem. In die literatuuroorsig is 'n aantal taalverwerwingsteoriee en verbandhoudende onderrigmetodologiee ondersoek. 'n Vraelys is ontwikkel om huidige praktyke met betrekking tot die onderrig van Arabies te bepaal. Die resultate van die empiriese ondersoek het aangedui dat die grammatika-vertaalmetode die dominante onderrigmetode is. Die meerderheid leerders word nie deur middel van Arabies onderrig nie, word nie voldoende aan Arabiese moedertaalsprekers blootgestel nie, het min of geen geleentheid om in Arabies te komrnunikeer nie en bestee die meeste van hul tyd aan die vertaling uit en na Arabies. Die opvoedkundige implikasies van die bevindinge is bespreek en voorstelle vir die verbetering van onderrigmetodes in Arabies is gemaak vir sowel onderwysers by skole en vir tersiere onderwysinstellings. / Educational Studies / M. Ed. (Didactics) Arabic Muslin School Second language acquisition Foreign language acquisition Language teaching methods Four language skills Speaking Arabic Communicative competence Arabies Muslim skole Tweedetaalverwerwing Vreemdetaalverwerwing Taalonderrigmetodes Taalvaardighede Kommunikatiewe bevoegdheid 492.7071068 Second language acquisition
116	Teaching of Arabic to learners in Muslim private schools in South Africa and Botswana Mall, Munira Ahmed 06 1900 (has links) Summaries in Engish and Afrikaans / Many learners of Arabic in Southern Africa have been unable to achieve communicative competence. An investigation into a possible link between teaching methodology and Arabic acquisition was undertaken. In the literature study, theories of language acquisition and related teaching methodologies and approaches were scrutinized. A questionnaire was developed to determine current practices in the teaching of Arabic. The results of the empirical investigation indicated that grammar-translation is the dominant teaching method. Majority of the learners are taught in a medium other than Arabic, have inadequate exposure to Arabic native speakers, are given very little opportunity to communicate in the language and spend the largest proportion of time translating to and from Arabic. The educational implications of the findings are discussed, and guidelines regarding methods of improving the acquisition of all four skills in Arabic are provided, both for teachers at schools and at tertiary academic institutions. / Meeste leerders van Arabies in Suidelike Afrika bereik nie komrnunikatiewe bevoegdheid in Arabies nie. 'n Ondersoek na 'n moontlike verband tussen die onderrigmetodes wat tans gebruik word en die verwerwing van Arabies is in hierdie studie ondemeem. In die literatuuroorsig is 'n aantal taalverwerwingsteoriee en verbandhoudende onderrigmetodologiee ondersoek. 'n Vraelys is ontwikkel om huidige praktyke met betrekking tot die onderrig van Arabies te bepaal. Die resultate van die empiriese ondersoek het aangedui dat die grammatika-vertaalmetode die dominante onderrigmetode is. Die meerderheid leerders word nie deur middel van Arabies onderrig nie, word nie voldoende aan Arabiese moedertaalsprekers blootgestel nie, het min of geen geleentheid om in Arabies te komrnunikeer nie en bestee die meeste van hul tyd aan die vertaling uit en na Arabies. Die opvoedkundige implikasies van die bevindinge is bespreek en voorstelle vir die verbetering van onderrigmetodes in Arabies is gemaak vir sowel onderwysers by skole en vir tersiere onderwysinstellings. / Educational Studies / M. Ed. (Didactics) Arabic Muslin School Second language acquisition Foreign language acquisition Language teaching methods Four language skills Speaking Arabic Communicative competence Arabies Muslim skole Tweedetaalverwerwing Vreemdetaalverwerwing Taalonderrigmetodes Taalvaardighede Kommunikatiewe bevoegdheid 492.7071068 Second language acquisition
117	Maturitní zkouška z českého jazyka v úpravě pro neslyšící ve světle testování češtiny jako cizího jazyka / Adaptation of Czech Language Leaving Examination for the Deaf in Light Testing Czech Language as a Foreign Language Andrejsek, Jan January 2015 (has links) This diploma work focuses on Adaptation of Czech Language Leaving Examination for the Deaf, which deaf student in Czech republic pass as a part of the their Leaving Examination. As a background of this main theme examines also present situation in the research of reading literacy. In the main part of this work is this examination presented in detail and there are also presented the results of deaf students and some other statisticts information. Examples of test units and student's written works are attached too. The other part of this work describes examinations of Czech language as a foreign language and give some detail information about the most important exams. In conclusion, the author of this work is trying to explore the way how the deaf students language skills in other countries are examined in their Leaving Examination.
118	En studie i elevmotivation genom självreglerande lärande som metod för inlärning i moderna språk / A study on Learner Motivation by means of Learner Autonomy as Studying Technique in Modern Language Learning Gehrke, Karina Wiebke January 2022 (has links) Onödiga språkvalsbyten i moderna språk kan anses vara resultat av motivationsbrist kopplat till intrycket att glädje i språkvalsstudier inte leder till gymnasiebehörighet. Denna studie ämnar undersöka och fördjupa kunskap om a) samband mellan självreglering och elevmotivation, samt b) samband mellan glädje och motivation. Hattie och Zierer (2019) konstaterar att mer självreglering leder till ökad elevmotivation. För att pröva om denna slutsats kan verifieras, genomfördes en empirisk studie med lärarintervjuer som besvarade följande fråga: Vad anser lärare är en bra återkoppling till eleverna? För att kunna nå en slutsats i frågan om samband mellan självreglering och elevmotivation etablerades först en definition av begreppet självreglering. I detta syfte användes en teori som står för uppsatsens analytiska ramverk. Ramverket baseras på författare som arbetar i linje med Richard M. Ryans och Edward L. Decis Self-Determination Theory (SDT). Då slutsatsen att mer självreglerande lärande leder till ökad elevmotivation inte kunde verifieras i min empiriska studie, genomfördes en noggrann litteraturstudie. Utifrån denna kunde jag sedan göra en analys av mina frågeställningar med anslutande diskussion. Resultatet antyder att lärare bör fokusera på elevmotivationens kvalitet, med den prototypiska intrinsiska motivationen som mål, för att kunna motverka motivationsbristen i skolan. I detta forskningsarbete kom jag dessutom fram till slutsatsen att en högre motivation i allra högsta grad kan leda till ett mer effektivt lärande i allmänhet. Nyckelord: effektivt lärande, elevmotivation, intrinsisk motivation, motivationsbrist, Self-Determination Theory, självreglering, återkoppling formative assessment learner autonomy Self-Determination Theory motivation language studies language learner autonomy SDT intrinsic motivation extrinsic motivation learning motivation self-regulation student motivation modern languages language learning formative feedback self-regulated learning effective learning task level process level self-regulation level feedback long-term goals learning goals high school eligibility curriculum primary school language choice multilingual society result-oriented curriculum learning system language skills curriculum in modern languages upper secondary school motivation difficulty motivation problem German lack of motivation planning phase implementation phase self-reflection phase metacognition metacognitive strategy metacognitive process thought process visible learning controlled learning autonomous self-regulation sense of autonomy social values personal values self-regulation style identified regulation integrated regulation SDT work method self-reflection goal setting learning activity formative Motivation im Unterricht Lernermotivation Autonomie Fremdsprachenunterricht Formative Diagnostik Lernerautonomie Lernmotivation Selbstregulation Autonomie Schülermotivation moderne Sprachen Sprachenlernen formative Beurteilung formatives Feedback selbstgesteuertes Lernen effektives Lernen Freude am Lernen Aufgabenebene Prozessebene Selbstregulationsebene Feedback Lernziele Lehrplan Grundschule mehrsprachige Gesellschaft ergebnisorientierter Lehrplan Lernsystem Sprachkompetenz Lehrplan in Moderne Sprachen Sekundarstufe II Motivationsschwierigkeit Motivationsproblem Fach Deutsch DaF Motivationsmangel Planungsphase Umsetzungsphase Selbstreflexionsphase Metakognition metakognitive Strategien metakognitiver Prozess Denkprozess sichtbares Lernen intrinsische Motivation extrinsische Motivation kontrolliertes Lernen autonome Selbstregulation Autonomiegefühl soziale Werte persönliche Werte Selbstregulationsstil identifizierte Regulation integrierte Regulation SDT Arbeitsmethode Selbstreflexion Zielsetzung Lernaktivität lärandemotivation självreglering autonomi elevmotivation moderna språk språkinlärning formativ bedömning formativ återkoppling självreglerande lärande effektivt lärande glädje i undervisning uppgiftsnivå processnivå självregleringsnivå återkoppling långsiktiga mål lärandemål gymnasiebehörighet läroplan språkvalslektion grundskola språkval flerspråkig samhälle resultatorienterad lärosystem språkkunskap kursplan i moderna språk högstadiet motivationssvårighet motivationsproblematik tyska motivationsbrist planeringsfas genomförandefas självreflektionsfas metakognition metakognitiv strategi metakognitiv process tankeprocess synligt lärande inneboende motivation yttre motivation kontrollerad autonom självreglering extrinsisk motivation intrinsisk motivation autonomikänsla sociala värden personliga värden självregleringsstil identifierad reglering integrerad reglering SDT arbetsmetod självreflektion målsättning inlärningsaktivitet formativ Learning Lärande

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