Global ETD Search

351	Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig Viljoen, Anna Hendriena 02 1900 (has links) Text in Afrikaans / In this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research design is explained and recommendations are made. The following underlying problems, which were encountered in the research recommendation, are identified and discussed: Learning barriers with specific reference to English as a second language. The causes of learning barriers which include the discussion of intrinsic and extrinsic factors. Educator training is lacking and educators do not have the necessary knowledge and skills to teach basic concepts in English to second language learners. The necessity and advantages of timeous identification of barriers to learning to ensure that basic concepts are taught. The study was concluded with practical guidelines to reinforce basic concepts in learners in the Foundation Phase who are taught in English as a second language. Recommendations were made to parents, educators and the Department of Education. / In die studie word riglyne aan Grondslagfase-onderwysers gegee vir die onderrig van basiese konsepte in Engels aan Engels tweedetaalleerders. Hierdie basiese konsepte is noodsaaklik vir vordering in die Grondslagfase. Die navorsingontwerp verduidelik en aanbevelings gemaak. Die volgende sub-probleme wat onderliggend is aan die navorsingsvoorstel is geïdentifiseer en bespreek, naamlik: Struikelblokke tot leer met spesifieke verwysing na Engels as tweedetaal. Die oorsake wat lei tot struikelblokke tot leer waaronder intrinsieke en ekstrinsieke faktore word bespreek. Onderwyseropleiding is onvoldoende en onderwysers beskik nie oor die kennis en vaardighede om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig nie. Die noodsaaklikheid van vroeë identifisering en die voordele verbonde aan vroegtydige identifisering van struikelblokke tot leer om te verseker dat basiese konsepte voldoende vasgelê word. Die studie is afgesluit met praktiese riglyne vir die vaslegging van basiese konsepte aan leerders in die Grondslagfase wat in Engels as tweede taal onderrig word. Aanbevelings is aan die ouers, onderwysers en die Departement van Onderwys gemaak. / Inclusive Education / M. Ed. (Inklusiewe Onderwys) Basic concepts Inclusive education Non-English mother tongue learners Intrinsic barriers Extrinsic barriers Timeous identification and support Educator training Guidelines Reinforce Basies konsepte Inklusiewe onderwys Nie-Engels moedertaalleerders Intrinsieke struikelblokke Ekstrinsieke struikelblokke Hulpverlening Onderwysersopleiding Riglyne Vaslegging 372.6521044
352	Problematika začleňování žáků cizinců se zaměřením na zemi jejich původu / Issue of Integration of Foreign Pupils with Focusing on Their Origin Country Exnerová, Marie January 2015 (has links) EXNEROVÁ, Marie. The Issue of Integration of Foreign Pupils with Focusing on Their Origin Country. Prague, 2014. Diploma thesis. UK, PedF. The aim of this thesis is to analyze and evaluate the current situation of the integration in the Czech education system focusing on the issues and specifics inclusion of foreign pupils and on consideration of the impact of pupils' country of origin on the process. The theoretical part of diploma thesis mentions the reasons for the integration of foreigners. Moreover, it highlights why and from where they are coming to the Czech Republic. It captures the current legislation and the rights of foreigners who want to settle permanently in the Czech Republic. Further, it shows the analysis of different ways of educating pupils with special needs, the placement of foreign pupils at Czech elementary schools and intercultural differences, which may have impact on pupils' integration. The practical part focuses on comparing the available theoretical knowledge and the everyday reality of Czech teachers who teach foreign pupils and can work on their daily practice. Based on the comparison of theoretical and practical knowledge the author explains the personal point of view on the integration of foreign pupils and suggests some ideas how to overcome mentioned shortcomings....
353	Vývoj syntaxe psané češtiny u žáků staršího školního věku / Developement of syntax in written Czech at the pupils of lower secondary education Doležalová, Eliška January 2019 (has links) This dissertation thesis focuses on the topic of the development of syntax of written Czech at the pupils of lower secondary education on the material of written compositions of story-telling. The thesis characterises the form of current syntax of written Czech and its development depending on the age of pupils. The analysis is bases on two collections of texts - the texts in the first collection were produced by 6th to 9th primary school grade pupils based in a town near Prague, the second collection was produced by 6th to 9th primary school grade pupils in Prague. These data were then supplemented with corpus material. In total, there were 302 compositions analysed. Moreover, to depict the reality in its complexity, also curricular and educational materials were being analysed as well as lesson observations and structured interviews conducted with teachers. The comparison between the particular constituents of written syntax enables the conclusions to be drawn being based on the analysed material giving evidence on the current state and development of written syntax with pupils of 6th to 9th grade of primary school, as well as possible disparities of development of particular syntax constituents to be identified and some recommendations for teaching methodology to be conveyed.
354	Challenges of mother-tongue education in primary schools: the case of Afan Oromo in the East Hararge Zone, Oromia Regional State, Ethiopia Aman Gobana Jeilan 19 August 2014 (has links) The study was aimed at investigating challenges hampering mother-tongue education with special reference to Afan Oromo in the Eastern Hararge Zone, the Oromia Regional State, Ethiopia. The study mainly explored the available learning materials and the skilled teachers in mother-tongue education, attitudinal factors, the extent of stakeholders’ support for mother-tongue education, parents’ education and their awareness about education through mother tongue and parent school involvements. In the study, the researcher used a mixed method approach in which both quantitative and qualitative research designs were employed to corroborate the data obtained through one method by using other methods to minimise limitations observed in a single design. In the quantitative design, survey questionnaires were employed. Accordingly, 634 primary school teachers and 134 students were randomly selected and asked to fill the questionnaires. These quantitative data were analysed through the SPSS software and responses were analysed using the percentages and the chi-square. Qualitative data obtained through in-depth interviews and observations were analysed using thematic approaches. Documents on education policy, constitutions of the country and reports of the Ministry of Education of Ethiopia were also consulted and integrated with the analyses of the data. The study generally suggests unless strong political and administrative supports are given and public awareness about the mother tongue use in education and development is created, the effort to make Afan Oromo the language of education, intellectuals and development may remain fruitless. In this respect, all the stakeholders, intellectuals and leaders must work together to overcome challenges and dilemmas that impede the implementation of mother-tongue education. The practical works on the ground should match with the language policy of the country. Popular awareness raising activities and mobilization of the communities should be carried out carefully to involve all the communities / African Languages Afan Oromo Mother tongue Language policy Multilingual education Dominant language 372.620963
355	Exil jako tvůrčí proces. Kapitoly z rumunské exilové literatury ve Francii. / Exile as a creative process. Chapters from romanian exile literature in France. Chojnacka, Olga January 2013 (has links) Exile has always played a significant role in the history of the Romanian nation. On that account the Romanian literature written in exile after 1945 presents an important part of the history of Romanian literature as a whole. Due to its linguistic and cultural affinity France became one of the main host countries for Romanian exile writers. The introductive chapter is dedicated to description, classification and history of this phenomenon in Romanian context; furthermore, it deals with the position and reception of exile literature in Romania. According to their departure date in exile two generations of authors are presented: Mircea Eliade, Virgil Ierunca, Monica Lovinescu who left Romania in 1940s and Paul Goma, Bujor Nedelcovici, Dumitru Ţepeneag who decided to leave in France in 1970s and 1980s. The chosen works help us to get to know to the writers' creation and lives during the process of integration and, simultaneously, we get familiar with the communist Romania that became the main topics of the exile writers who are chosen as representatives of their exile generation. Through them the basic survey of this phenomenon in Romanian literature was drawn up.
356	Phoneme set design for second language speech recognition / 第二言語音声認識のための音素セットの構築に関する研究 / ダイ2 ゲンゴオンセイニンシキノタメノオンソセットノコウチクニカンスルケンキュウ王暁芸, Xiaoyun Wang 22 March 2017 (has links) 本論文は第二言語話者の発話を高精度で認識するための音素セットの構成方法に関する研究結果を述べている．本論文では，第二言語話者の発話をネイティブ話者の発話とは異なる音響特徴量の頻度分布を持つ情報源とみなし，これを表現する適切な音素セットを構築する手法を提案している．具体的には，対象とする第二言語と母語との調音位置や調音様式などの類似性に加え，同音異義語の発生による単語識別性能の低下を総合した基準に基づき，最適な音素セットを決定する．提案手法を日本人学生の英語発話の音声認識に適用し，種々の条件下で認識精度の向上を検証した． / This dissertation focuses on the problem caused by confused mispronunciation to improve the recognition performance of second language speech. A novel method considering integrated acoustic and linguistic features is proposed to derive a reduced phoneme set for L2 speech recognition. The customized phoneme set is created with a phonetic decision tree (PDT)-based top-down sequential splitting method that utilizes the phonological knowledge between L1 and L2. The dissertation verifies the efficacy of the proposed method for Japanese English and shows that the feasibility of building a speech recognizer with the proposed method is able to alleviate the problem caused by confused mispronunciation by second language speakers. / 博士(工学) / Doctor of Philosophy in Engineering / 同志社大学 / Doshisha University Automatic Speech Recognition ASR Acoustic Likelihood CALL Reduced Phoneme Set Phonetic Decision Tree Second Language Second Language Speech Recognition Target Language Linguistic Discrimination Ability Language Proﬁciency Multiple Reduced Phoneme Sets Mother Tongue Non-native Speech Recognition
357	Strategies for Teaching and Maintaining Chinese as Heritage Language for Chinese Children in Sweden : An investigation for identifying strategies that Chinese parents use helping their children learn and maintain their heritage language Wanner, Bertil January 2023 (has links) Chinese as a heritage language is one of the fastest lost languages in the world. In fact, in most Chinese families that have left China, the heritage language is lost by the second generation. When people move from their homeland to a place where the primary language is different from their home language, one issue becomes whether their heritage language can be retained. The situation in Sweden is quite different from that in English-speaking countries when it comes to maintaining Chinese as a heritage language. Most Chinese moving to Sweden have no prior exposure to the Swedish language. The purpose of this study is to find out which strategies Chinese parents use to help their children learn and maintain proficiency in the Chinese language. It also investigates the progress made using these strategies. A qualitative research approach was taken and semi-structured interviews of the children’s mothers were performed. Some of the children in the study were born in China and some were born in Sweden. During these interviews, a number of strategies were identified that parents use to help their children learn and maintain the heritage language. These included, for instance, mother tongue education, watching Chinese TV and films, parents giving their children encouraging comments, and associating with other Chinese families. Some families recommended strategies that they felt would be beneficial for others, like delaying the start of daycare. According to this study, the effects from, for example, mother tongue education and encouraging comments, should have implications on how educators shape their programs, and the way they engage the parents in their children’s language training. When analyzing the various strategies and their effects on the children in the study, it became apparent that the younger sibling always shows a lower level of Chinese proficiency compared to the older sibling. This phenomenon is herein called the younger sibling syndrome. / 汉语作为承袭语言是世界上消失速度最快的语言之一。事实上，在大多数离开中国的华人家庭中，承袭语言基本上到第二代就已被遗失。当人们从他们的祖国迁移到一个主要语言与他们的母语不同的地方时，就要面对如何保留自己母语的问题。在瑞典，汉语作为承袭语言在被传承方面的情况与英语国家截然不同。大多数移居瑞典的中国人早期很少接触过瑞典语。本论文的目的是找出生活在瑞典的中国父母使用哪些策略来帮助他们的孩子学习和维持他们的中文以及使用这些策略所取得的效果。本论文采取了质量研究方法，对孩子的母亲进行了半结构化访谈。研究中的一些孩子出生在中国，一些孩子出生在瑞典。在这些访谈中，笔者归纳出了一些父母用来帮助孩子学习和保持传统语言的策略。它们包括：母语教育、观看中文电视和电影、父母给孩子鼓励性的评价，以及与其他中国家庭的交往等等。一些家庭推荐了他们认为对其他人有益的策略，比如推迟开始幼儿园的时间。根据这项研究，例如母语教育和鼓励性评价的影响，会对教育者如何制定他们的教育计划，以及他们让父母参与孩子的语言培训的方式产生影响。在分析各种策略及其对研究中儿童的影响时，很明显，与哥哥姐姐相比，弟弟妹妹的中文水平总是较低。这种现象在本文中被称为幼弟妹综合症。 Heritage language maintenance mother tongue education children learning Chinese language proficiency language maintenance Specific Languages Studier av enskilda språk
358	Jag uppfinner en plats i dikten där vi kan vara tillsammans : En litterär studie i förlusten av ett modersmål / In the poem, composing a room where we can be together : A literary study in the bereavement of a mother tongue Tagaro Andersson, Anna January 2018 (has links) The objective of this thesis is to examine how the bereavement of a mother tongue in various ways affects a person and how literature discusses this experience. How does literature reflect it and is it possible to identify any specific and recurring themes? Are there any similarities between the experience of migration and the experience of colonialism? What purpose does writing serve in this and how to describe the impact of language? Hopefully this thesis will contribute to a better understanding of the situation for newly arrived people and for persons living in Sweden with Swedish as a second language. The thesis has a postcolonial perspective as the focus is fiction dealing with a relocation from east to west. Earlier research and writings that has inspired is in particular the works by the two postcolonial theorists Franz Fanon and Sara Ahmed. The main source material for the study is literary works, e.g. the works of Jila Mossaed, Theodor Kallifatides, Athena Farrokhzad, Burcu Sahin and Yoko Tawada. The thesis is intentionally written in the form of an essay, suggesting the power of language and storytelling. The main objective of the thesis is to describe, rather than to arrive at a conclusion. One main focus is the author’s personal relation to the subject and to the Philippines and its colonial past. The literary works addressed in this study suggests that literature dealing with migration and language bereavement mainly focuses on a discussion about the relation between the native tongue and the new language, the relation between the metaphysical body and the new geographical location, about feelings of speechlessness and alienation that becomes physical. All these concurrent themes can be used as tools to define an experience that in many aspects is inconceivable. The thesis also identifies similarities between colonialism and migration, as both raise the question of inherit right to a place and a lifelong search for a place to call home. In this effort, writing is important and may function as an emancipatory lever to create new places. language attrition mother tongue migration colonialism Philippines Athena Farrokhzad Jila Mossaed Burcu Sahin Yoko Tawada Theodor Kallifatides postcolonialism storytelling writing poetry identity språkfråkförlust modersmål migration kolonialism Filippinerna Athena Farrokhzad Jila Mossaed Burcu Sahin Yoko Tawada Theodor Kallifatides postkolonialism storytelling poesi skrivande identitet hemmahörande General Literature Studies Litteraturvetenskap
359	Developing a Rubric-Based Digital Formative Assessment Tool for Written Translanguaging Development with a Timesaving Approach / Utveckling av ett rubrikbaserat digitalt formativt bedömningsverktyg för skriftlig transspråkande-utveckling med ett tidsbesparande tillvägagångssät Ahlström, Natasha January 2024 (has links) Teachers have demanding jobs in often stressful, high-paced work environments with heavy workloads. This has been shown to have negative consequences on health and job retention. This study aimed to ease the burden teachers experience in at least one area of their jobs – formative assessments. This was done by developing a timesaving design framework based on the insights gained from language teachers’ formative assessment practices which center on translanguaging, or strategic principles for using multilingualism in teaching. The framework, grounded in researched UX and UI design principles that reduce cognitive load, was used to create a rubric-based digital formative assessment (DFA) translanguaging tool prototype that was then tested for its impact on teacher workload. The results indicated that the developed DFA tool had the potential to reduce teacher workload with relatively high user satisfaction. One of the most significant findings from the study was that the learnability design principle had the greatest impact on the timesaving design framework. Further findings show that the DFA tool may be most effective if used in conjunction with other more traditional formative assessment processes. This study benefits teachers who use or want to use DFA tools, but mostly developers and designers who want to create more efficient systems using timesaving design principles. This study’s contribution is a timesaving design framework, which can be used to design and build DFA tools for translanguaging learning development. formative assessment timesaving mother tongue multilingualism translanguage design principles rubric learnability prototype user-centered design cognitive load Sweden formativ bedömning tidsbesparande modersmål flerspråkighet transspråkande designprinciper matris lärbarhet prototyp användarcentrerad design kognitiv belastning Information Systems, Social aspects
360	Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners Mahabeer, Sandhya D. 11 1900 (has links) This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling) Parental involvement Mother tongue Educational resources Cognition Intrinsic factors Low socio-economic background Multicultural education Bilingual teacher training Second language learners Outcomes Based Education Zulu-speaking learners Basic spelling skills Basic reading skills Barriers Foundation Phase 372.65210968 Spelling ability Education, Primary -- South frica Reading (Primary) -- South Africa Multicultural education Second language acquisition

Search results