Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Among learning characteristics for L2 learners, language learning strategies are one characteristic that has the potential of being influenced by language instruction. This report attempts to review the most salient research and taxonomies for LLS to provide a comprehensive overview for those who would like to teach, learn, or conduct more research in the field. It records various definitions that have been assigned to LLS and traces the history of LLS research that has accumulated over the past thirty years. It also reviews empirical research that has been conducted by applying certain taxonomies to find relationships between other learner characteristics. Finally, it looks into ways that LLS can be applied to the four language skills: reading, listening, speaking, and writing, and discusses research designed to analyze the effectiveness of Strategy Based Instruction for the specific skills. The concluding section finds particular avenues for further research and application of LLS. / text

The purpose of this master’s report was to investigate how Chinese students who were learning English used Web 2.0 tools for informal learning and to construct a model of informal learning in the Web 2.0 environment. I conducted a pilot study with 32 Chinese students who were learning English and tried to understand how they used Web 2.0 tools as informal learning tools to improve their English. Furthermore, I discussed the main challenges of informal learning in a Web 2.0 environment from the learners’ perspective and from a technical perspective. Then I proposed a model of informal learning in a Web 2.0 environment which may improve learning in an informal learning environment, and provide learners a possible learning method. It is hoped that this model will help students better master learning methods of informal learning in the Web 2.0 environment and lay a good foundation for lifelong learning. / text

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published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

Intelligence as a psychological construct has received vast attention from professionals and lay persons. The theory of multiple intelligences as a perspective of understanding intelligence has enjoyed extensive research. The present study took advantage of the theory of multiple intelligences as stipulated by Gardner (1983), which puts fourth seven types of intelligences (verbal/linguistic, bodily – kinesthetic, musical, logical/mathematical, spatial, interpersonal and intrapersonal intelligence). The aim of the study was to investigate the relationship between these types of intelligences and gender, age and education. Participants comprised of 83 female and 75 male university students between the ages of 18 years and 50 years. Participants were requested to estimate their own and their parents’ scores for the seven multiple intelligences and overall intelligence. For parents’ estimates on overall and multiple intelligences, there was no statistically significant difference in those types of intelligences traditionally associated with females (musical, interpersonal, intrapersonal intelligences) and those traditionally associated with males (logical and verbal intelligences). Parents’ level of education had a significant impact on their estimated levels of intelligence; those parents in the Diploma/Degree category were rated as statistically significantly more intelligent than those in the No Diploma/Degree category. The mothers in the Diploma/Degree category were rated as significantly more intelligent on overall, verbal, logical, spatial, musical, and interpersonal intelligences, while the fathers in the same category were estimated as significantly more intelligent on overall, verbal and logical intelligences. Future studies on lay persons’ conceptions of intelligence should include more refined measures of socio-economic status and level of education. Qualitative investigations into the meaning of intelligence in different cultural contexts are also needed. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

The European Language Portfolio (ELP) is a new tool in the foreign language learning process. It is a document in which those who are learning or have learned a language can record the progress and outcomes in their language learning experiences. Learning strategies cannot be separated from use of the ELP as they are special thoughts or behaviours that individuals use to help them comprehend and learn new information. The present research paper attempts at analysing the European Language Portfolio use in terms of the application of learning strategies and we do that by presenting the ELP as an instrument to make lifelong language learning easier and more meaningful, also by discussing the learning strategies and by classifying them into categories as compared to communication strategies. The purpose of the present study was to identify which language strategies are employed in speaking and reading activities while using the ELP. The major method chosen for the study was content analysis. The research paper mainly focuses on the ELP as such, on particular language learning strategies and on the selectively chosen strategies used while applying the European Language Portfolio. The European Language Portfolio can be defined in several ways. It is a companion to learning, giving learners the means to assess their own language knowledge, to reflect on their language learning and intercultural experiences and to plan their future learning experiences. It also aims at... [to full text] / „ Europos kalbų aplankas“- tai kalbinių kompetencijų vertinimo ir įsivertinimo priemonė, kurios tikslas - padėti besimokančiajam įsivertinti kalbos mokėjimą ir prilyginti jį Europoje pripažintiems lygiams. „Europos kalbų aplankas“ atitinka Europos Tarybos kalbų politiką ir prisededa prie daugiakalbystės plėtros. Europos Tarybos kalbų politikos nuostatos, kuriomis grindžiamas „Kalbų aplanko“ rengimas ir diegimas, yra šios: • geresnis Europos piliečių savitarpio supratimas; • pagarba kultūrų ir gyvenimo būdo įvairovei; • asmens daugiakalbystės ugdymas visą gyvenimą; • gebėjimo savarankiškai mokytis kalbos ugdymas. Pagrindinis aplanko tikslas - skatinti mokytis kalbų parodant besimokančiajam daugiau galimybių pačiam plėtoti kalbinius gebėjimus įvairiais lygiais. Šiame magistro darbe siekėme ištyrinėti kokios mokymosi strategijos yra naudojamos „Europos kalbų aplanke“ ugdant kalbėjimo ir skaitymo gebėjimus. Pagrindinis metodas, naudojamas šiame darbe, yra turinio analizavimas. Darbas susideda iš keturių dalių bei jų poskyrių. Pirmoje darbo dalyje aptariami mokytojo ir besimokančiojo vaidmenys, taip pat mokytojo vaidmenys mokant kalbos strategijų. Antroje dalyje pristatomos „Europos kalbų aplanko“ funkcijos ir jo sudedamosios dalys. Trečioje dalyje aptariamos kalbos mokymosi strategijos, jų pagrindiniai apibrėžimai ir bruožai, bei strategijų klasifikacija. Ketvirtoje – praktinėje darbo dalyje analizuojamos „Europos kalbų aplanko“ skaitymo ir kalbėjimo užduotys. Analizės tikslas-... [toliau žr. visą tekstą]

Genetinių algoritmų panaudojimo galimybės ir paplitimas nuolat didėja. Daugelyje nagrinėtų mokslinių darbų, genetiniai algoritmai yra naudojami uždavinių optimizavimui. Optimizavimui naudojama daug skirtingų metodų. Sprendžiant konkretų uždavinį mokslinėje literatūroje paprastai pritaikoma keletas metodų tam, kad būtų pagerinti gauti rezultatai, t.y., išbandoma keletas strategijų. Deja, nepavyko rasti tyrimų, kaip tos pačios genetinės paieškos strategijos gali būti pritaikytos kitoms analogiškoms problemoms spręsti. Šiame darbe pateikiama probleminės srities apžvalga, tyrimo aprašymas bandymų rezultatai ir išvados. / The use of genetic algorithms considerably increases. In some research works GA‘s are investigated to optimize graph problems. There are many different strategies for GA optimization. Unfortunately, there are no investigations if a strategy, suitable for a particular graph problem, will be useful solving other graph problems. In this work I originated, described and developed some GA learning strategy elements. Also I developed some that are available in other research works. These elements are: generation of initial population, selection of individuals, mutation, crossover and some other parameters. All possible strategies (about 300) are tested in this work for three graph problems: shortest path, longest path and traveling salesman problem. Results are summarized and described.

Biographical accounts constitute an important source of information about the experiences of black women under Apartheid. This study focuses on the life of an elderly black woman and presents the various life experiences she was exposed to in her various lifelong learning contexts, as told by her. It highlights the impact of the diverse learning contexts that she was exposed to throughout her life, and develops an understanding of how her meaning perspectives were shaped and transformed by her lifelong learning experiences. This research study is qualitative in nature and employs a life history methodology, which focuses on the meanings that people attach to their experiences. It draws on three of the major interpretive paradigms that structure qualitative research, namely the interpretivist, critical and feminist paradigms. The theoretical framework contains elements of two key theories of adult learning, namely that of Transformative Learning and Critical Consciousness. It also draws on elements of Feminist Theory. The research method consisted of six open-ended life history interviews, which are special types of field interviews, in which I gathered narrative accounts about the respondent’s life. Every interview was audio-taped. Although there was a ‘pre-interview’ agreement on some possible issues that could be discussed, I did not bring a series of predetermined questions or theories into the interview process, but rather used open-ended questions that generated themes from the respondent’s lifelong learning experiences. The participant knew that she was an equal partner in identifying the major themes. My own reflections on what I heard and observed during the interviewing processes also became an important source of information in constructing the research findings. The narrative analysis approach was used to analyze and interpret the interview data. A biographical life history was constructed. This was followed by a process of negotiating the possible main themes embedded in the biographical life history, and then analyzing those themes, which were subsequently interpreted individually for their meaning. This life history study illustrates that Madelwa constructed her identity through the various discourses and lifelong learning contexts that she was exposed to. The study also found that experiential learning is central to the theories of adult learning referred to above. The transformation that happened in Madelwa’s life is the outcome of a practice of critical reflection that already started in her childhood. A crucial finding was that critical hermeneutics in this case offered Madelwa a method for investigating the conditions of her existence, and led her to challenging of the status quo. This life history study suggests that there is a definite relationship between lifelong learning experiences and transformation in an individual’s life. Linked to this transformation is the fact that this study shows that each biography has its own truth. Her life history still continues… / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

This study aims to explore the experiences of teaching foundation phase multi-grade classes in rural settings. I am interested in understanding how teachers teach multi-grade classes so that I am able to make sense of the challenges and opportunities that they encounter. This is a qualitative case study and is guided by the interpretive paradigm. Purposeful sampling was used to select participants. I collected data by using qualitative research methods including interviews and observations. Interviews were audio-taped, transcribed and interpreted through an open coding process. Data was synthesised and resulted in the formulation of five themes. The findings show that teachers were faced with challenges which include lack of proper training, insufficient support from stakeholders, no workshops organised for multi-grade teachers, lack of resources at school which makes teaching and learning difficult, conditions of the school and the community that are not conducive to effective teaching and learning. Recommendations include that multi-grade teachers need to receive ongoing support from stakeholders. They also need to be given pre- and in-service training so that they are aware of strategies they can use to overcome challenges that they encounter when teaching. The Department of Education needs to provide relevant support for the benefit of the learners and the community. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.