No description available.

A few reasons taken together have led to the undertaking of this study: an urgent need to examine classroom teaching in the drastically growing teaching-Chinese-as-a-second/foreign-language (TCSL/TCFL) industry; a personal interest in probing a cross-cultural Chinese teacher’s treatment of communication in teaching; and the implications from theories of teacher beliefs and practice. Thus, this study investigated how a TCFL teacher posits her teaching beliefs and practice in light of her communicative habits when facing a variety of tensions (e.g., those from culture, ideology, educational tradition, curricular prescription, and pedagogical trend). This qualitative case study was triangulated with multiple data sources: interviews, classroom observations, and document analysis, with an experienced teacher in Canada who has taught in both China and Canada. The findings of the study supported the literature on teacher beliefs and practice, and on the implementation of communicative language teaching (CLT). The majority of this teacher’s practices were based on the premise that they corresponded to the actualization of her beliefs. Meanwhile, there existed a few minor gaps between her educational beliefs and practices. This teacher demonstrated adaptability in tailoring her teaching to be most suitable in meeting her educational needs and beliefs. This study first provides insights to TCFL classroom teaching and program development in North America with CLT implementation in this area. In addition, the results of the study have implications for the evolving process of teachers’ belief systems and patterns of practice and future research into this field. / Thesis (Master, Education) -- Queen's University, 2008-06-25 17:02:58.559

Neste trabalho estudamos o papel da motivação em aulas de línguas estrangeiras, em contextos formais de aprendizagem. O objetivo principal é apresentar diferentes visões sobre a questão motivacional em sala de aula, através da análise de modelos teóricos que se reportam ao tema (o Modelo do Monitor, de Stephen Krashen e o Modelo Sócio-Educacional de Aquisição de Segundas Línguas, de Robert Gardner e Wallace Lambert, entre outros). Além disso, também tivemos por objetivo investigar a percepção de alunos e professores de Espanhol quanto à importância da motivação na busca de uma aprendizagem significativa de idiomas. Partimos da hipótese de que a motivação é fator essencial em toda atividade humana e que, portanto, não pode ser ignorada e subestimada numa aula de língua estrangeira. Entretanto, por ser um conceito de extrema complexidade, a motivação não deve ser analisada sob uma única perspectiva; faz-se necessário um estudo que envolva aspectos históricos, sociais, psicológicos e pedagógicos que busquem a sua compreensão. Ao coletar dados com alunos e professores do Ensino Médio de três escolas particulares da cidade de São Paulo, objetivamos analisar os caminhos tomados pelos recentes cursos de Espanhol que passaram a ser oferecidos principalmente após a promulgação da Lei de Diretrizes e Bases da Educação Nacional (Lei nº 9394/96). Os resultados obtidos com a pesquisa mostram que tanto os alunos como os professores consideram a motivação fator fundamental na aprendizagem da língua estrangeira. No entanto, nem sempre docentes e discentes estão de acordo com relação às atividades que mais (des)motivam em sala de aula. Por fim, a título de contribuição, oferecemos aos professores de línguas sugestões de estratégias pedagógicas que visem ao real comprometimento e interesse do aluno em sala de aula. / In this work we study the role of the motivation in classes of foreign languages, in the context of formal learning. The main objective is to present different views on the motivacional question in classroom through the analysis of theoretical models related to the subject (Stephen Krashens Monitor Model and the Socio-Educational Model of Second Languages Learning created by Robert Gardner and Wallace Lambert, among others). Moreover, we also intent to investigate the perception of students and Spanishs teachers about the importance of the motivation in the effective language learning. We start with the hypothesis that the motivation is an essential factor in all human activity and that, therefore, it cannot be ignored in a foreign language class. However, considering that it is a concept of extreme complexity, the motivation cant be analyzed under only one perspective; its essencial a study that involves historical, social, psychological and pedagogical aspects to have clearer understanding. After collecting data of students and high schools teachers from three privite schools of the city of São Paulo, we analyzed the teaching in Spanishs courses mainly after the promulgation of the Lei de Diretrizes e Bases da Educação Nacional (Law nº 9394/96). The results show that both studends and teachers consider motivation an essencial factor in the learning of the foreign language. However, not always professors and students agree about the activities that more (de)motivate in classroom. Finally, our contribution, we offer to the teachers of languages suggestions of pedagogical strategies that create an real commitment and interest of the student in classroom.

China urgently needs a large number of interpreters, guides and teachers who are competent communicators in the English Language. One of the foreign language institutes that is attempting to satisfy this need is the Beijing Second Foreign Language Institute (or Erwai). It is argued that Erwai fails to produce competent communicators in English, a failure that is seen to be due to three interdependent factors: 1) the lack of teacher training, especially in the area of teaching methodology; 2) the resultant inability to select and effectively exploit teaching materials; and 3) the inappropriateness of currently-used teaching approaches to the perceived goals of the Institute. It is the third of these factors that receives particular attention in this paper. A survey is made of the merits and shortcomings of the three teaching approaches that have been used at Erwai, namely the 'grammar-translation,' 'audio-lingual' and 'cognitive' approaches. This serves as back-ground to the proposal that a 'communicative approach' to teaching be introduced at Erwai. It is claimed that the communicative approach is the most appropriate to the goals of Erwai students, the majority of whom will need to be communicatively competent in their future professions. The communicative approach is applied to the four basic skills of language and it is suggested that these skill areas be integrated in the classroom, rather than be taught in separate courses, as is presently the case at Erwai. Finally, the adoption of a communicative approach is seen to involve changes not only in classroom activities and materials, but also in the role of the student and the role of the teacher.

Neste trabalho estudamos o papel da motivação em aulas de línguas estrangeiras, em contextos formais de aprendizagem. O objetivo principal é apresentar diferentes visões sobre a questão motivacional em sala de aula, através da análise de modelos teóricos que se reportam ao tema (o Modelo do Monitor, de Stephen Krashen e o Modelo Sócio-Educacional de Aquisição de Segundas Línguas, de Robert Gardner e Wallace Lambert, entre outros). Além disso, também tivemos por objetivo investigar a percepção de alunos e professores de Espanhol quanto à importância da motivação na busca de uma aprendizagem significativa de idiomas. Partimos da hipótese de que a motivação é fator essencial em toda atividade humana e que, portanto, não pode ser ignorada e subestimada numa aula de língua estrangeira. Entretanto, por ser um conceito de extrema complexidade, a motivação não deve ser analisada sob uma única perspectiva; faz-se necessário um estudo que envolva aspectos históricos, sociais, psicológicos e pedagógicos que busquem a sua compreensão. Ao coletar dados com alunos e professores do Ensino Médio de três escolas particulares da cidade de São Paulo, objetivamos analisar os caminhos tomados pelos recentes cursos de Espanhol que passaram a ser oferecidos principalmente após a promulgação da Lei de Diretrizes e Bases da Educação Nacional (Lei nº 9394/96). Os resultados obtidos com a pesquisa mostram que tanto os alunos como os professores consideram a motivação fator fundamental na aprendizagem da língua estrangeira. No entanto, nem sempre docentes e discentes estão de acordo com relação às atividades que mais (des)motivam em sala de aula. Por fim, a título de contribuição, oferecemos aos professores de línguas sugestões de estratégias pedagógicas que visem ao real comprometimento e interesse do aluno em sala de aula. / In this work we study the role of the motivation in classes of foreign languages, in the context of formal learning. The main objective is to present different views on the motivacional question in classroom through the analysis of theoretical models related to the subject (Stephen Krashens Monitor Model and the Socio-Educational Model of Second Languages Learning created by Robert Gardner and Wallace Lambert, among others). Moreover, we also intent to investigate the perception of students and Spanishs teachers about the importance of the motivation in the effective language learning. We start with the hypothesis that the motivation is an essential factor in all human activity and that, therefore, it cannot be ignored in a foreign language class. However, considering that it is a concept of extreme complexity, the motivation cant be analyzed under only one perspective; its essencial a study that involves historical, social, psychological and pedagogical aspects to have clearer understanding. After collecting data of students and high schools teachers from three privite schools of the city of São Paulo, we analyzed the teaching in Spanishs courses mainly after the promulgation of the Lei de Diretrizes e Bases da Educação Nacional (Law nº 9394/96). The results show that both studends and teachers consider motivation an essencial factor in the learning of the foreign language. However, not always professors and students agree about the activities that more (de)motivate in classroom. Finally, our contribution, we offer to the teachers of languages suggestions of pedagogical strategies that create an real commitment and interest of the student in classroom.

No description available.

This field study concentrates on how to improve the reading efficiency of Chinese tertiary students of English as a foreign language (henceforth EFL) with particular reference to Bejing Second Foreign Language Institute (henceforth Erwai). The study covers the following aspects in five chapters. Chapter 1 reports and analyses the findings of the research done to identify inefficient reading problems in the Chinese EFL reading situation. Based on the analysis of the existing problems, the chapter comes to a tentative conclusion that teaching reading skills could be one possible solution to the problems. To prove the relevance of the conclusion, the second chapter turns to a critical review of literature about the nature of the reading process. The emphasis in this chapter is on the psycholinguistic perspective of the reading process and its relevance to EFL teaching in China. Related to the psycholinguistic perspective of the reading process, Chapter 3 moves to some more specific issues concerning reading efficiency. The discussion deals with various factors which can influence reading efficiency and points out implications for teaching in the Chinese EFL reading situation. Having considered reading efficiency theoretically in Chapter 2 and 3, the study turns to the practical teaching of reading skills in Chapter 4 and 5. In these two chapters, efficient reading skills are analysed and suggestions are made about practical classroom teaching. It is hoped that these analyses and suggestions will give some impetus to improving the teaching of reading in the Chinese EFL field.

With the increase in international communication and the growing demand for foreign language professionals in the last decade, the teaching of foreign languages, especially English, has gained considerable prominence in Chinese education. Despite the long history of English teaching in China, there are still significant deficiencies in this area. If these deficiencies are to be addressed, then methodology is a crucial variable worthy of examination. Many of the TEFL (Teaching English as Foreign Language) methods developed in the last twenty years are unknown to the Chinese teachers, although they may be introduced to China in the future. Since these methods are products of Western experience, a scrutiny of their relevance to the Chinese teaching situation is necessary. In particular, it is important to focus on the psychological appropriateness of these methods to the Chinese setting. A number of the most crucial psychological issues, such as learner's motivation, aptitude, personality and learning style, are discussed in CHAPTER 2, together with those social and cultural influences which may affect the learner's psychological attributes. CHAPTER 3 provides a detailed, yet not exhaustive, description of a range of TEFL methodologies, which may provide potential solutions to the deficiencies that have been identified. Here the emphasis is on psychological theories that underlie these methods and on their psychological impact on the learner. CHAPTER 4 moves to a specific investigation of the psychological attributes of Chinese students. To this end, data have been obtained from a study specifically designed for this paper, and used as a basis for evaluating the motivation, personality, affect and learning style of English majors at ERWAI (Peking Second Foreign Language Institute). This evaluation is further supplemented by the views of foreign visitors to China and by the results of some published studies of Chinese nationals in America. Based on the discussion in the previous chapters, the fifth and final chapter concludes with an overview of the appropriateness of TEFL methodologies to the Chinese situation.

This diploma thesis deals with the integration of etymology as one of the possible motivational component in language learning at the second stage of primary schools with regard to German as a foreign language after English. The theoretical part of this thesis deals with etymology as one of the linguistic disciplines, genealogical relation of English and German language and the issue of motivation in learning a foreign language. The practical part concentrates on creation of the author´s own didactical materials and the application of the discovered relations within these two languages. The aim of these materials is to motivate the pupils at the primary schools to multilingualism.

This study examines the problems involved in oral English teaching in the Chinese tertiary institution Erwai (the Beijing Second Foreign Language Institute). In the study the author analyses oral English teaching in China based on his experience as a teacher of English in China, his two-year study experience as a student in Australia, interviews with colleagues, and class observation of oral English teaching by Australian teachers in the C.C.A.E. Special English Programme. Some materials from Erwai are also drawn on in the study, such as Erwai-compiled textbooks and the Erwai teaching curriculum. During the study the author has referred to many books and journals on TESOL in various libraries in Canberra. The theoretical knowledge and teaching techniques learned in the TESOL Programme at the Canberra College of Advanced Education have also helped the author carry out this study. Chapter One introduces the background to the problems which exist in oral English teaching in China. It emphasises the importance of Chinese teachers' having a clear understanding and a good command of a wide range of techniques in teaching oral English. Chapter Two examines some approaches now used in oral English classes at Erwai. This chapter also analyses students' motivation to learn oral English, the teachers' performance in oral English classes as well as when and how to correct students' mistakes in their oral English. Some practical oral activities which Erwai has arranged for present students and is thinking of arranging for future students are also discussed in this chapter. Chapter Three identifies and analyses in more detail theories of teaching oral English such as the audiolingual method, counselling learning, the direct method and the eclectic approach. In Chapter Four some activities are suggested to make oral classes more enjoyable. In second year oral English classes, repetition and situational dialogue are far from enough for teaching oral English. Short plays and skits can be used to enrich the oral English classes. This chapter also discusses the observation of oral English classes by Australian teachers in the C.C.A.E. Special English Programme. Chapter Five considers the choice of materials and the application of materials in class. Oral English materials used at Erwai at the moment mainly come from two sources: home-produced materials compiled by Erwai or other foreign language institutes in China, and some commerciallypublished materials imported from foreign countries. There is another source which can be used in teaching oral English - materials compiled on the basis of authentic materials such as excerpts from magazines and newspapers. In the conclusion it is pointed out that many suggestions have been made in the study about oral English teaching techniques and materials. It is hoped that such suggestions have practical value in improving the level of oral English in China in line with the country's present needs. At the same time new techniques require ample opportunity for trying out in practice before their full effectiveness will become apparent.