The growing diversity of school populations around the world means that for many students the language of instruction in mainstream classrooms is not their first language. Content-based second language learning in a context such as a science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, science students who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream science teachers have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often teachers aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The students themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of science including negotiating its specialised language. / The study had two main purposes. The first goal was to describe the current situation with respect to nine ESL learners of science and their teachers in selected learning environments in Australia. The secondary purpose was to bring about improvement in the students' situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL student. It was conducted in three phases. Phase one involved investigating the current situations in the three focal areas. Phase two involved reflection, planning and development of the broad interventions and specific strategies which were used to assist teaching and learning. In phase three the strategies were implemented and their effectiveness was analysed using a multidimensional interpretive framework. Changes in communicative competence, interactional and participative competencies and academic competence were observed. The interventions which were intended to promote communicative competence for the language focus, involved integration of language and literacy instruction with science education. To improve participation and interaction in the teaching and learning environment, individual assistance was provided. In order to promote academic competence for the students, content, process and/or product modifications were made to science courses. / Data for the qualitative case studies was collected using classroom observation, teacher and student interviews, checklists of strategies and language errors, and portfolios of student work. Observations of the science classes in phase one revealed that, even for the students with very limited English language proficiency there was little ESL specialist support available. Mainstream subjects like science provided opportunities for language development, with biology lessons consistently including more activities which involved a combination of speaking, listening, reading and writing than did chemistry or physics classes. However, there was no coordinated approach to integrating language education with science education. The development of cognitive1 academic language took longer than 10 years for some of the students in the study. The non-technical language used in science lessons affected the students' understanding much more than the teachers were aware. Teachers' attitudes and beliefs strongly influenced the interaction and participation of ESL students in science classrooms. Developing language skills prevented ESL students asking and answering questions in class and academic progress in science was impeded by limited opportunities for ESL students to clarify their understanding. Achievement in science was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. / After the introduction of the interventions, improvements in communicative competence occurred for all students with the greatest progression occurring in the students with less developed language skills. Interaction and participation improved markedly in the science classrooms where teachers provided individual assistance to students. Academic competence increased in all cases. The most promising approaches included: addressing the specific language needs in a particular unit of work; the development of customized materials; the provision of weekly tutorials; and the revision of assignment drafts.

The purpose of this study is to investigate three pertinent aspects of the relative clause in Korean: the form-function of the relative clause, the processing of the head-final relative clause and the acquisition of relative clauses as a second language. Based on universal typology, this study proposes that the linguistic category of the descriptive verb lies between the attributive adjective and the verb. With this identification, the study claims that the modifying ending -(u)n has the prototypical semantic function of the perfective aspect. The perfective aspect is, however, interpreted differently according to the verb types and this provides a solution to the form-function distinction: when the descriptive verb is suffixed by -(u)n, the attributive adjective expresses a permanent state; with the processive verb the relative clause denotes the completion of action or process. The analysis of the linear ordering of elements in the verb phrase reveals that grammatical morphemes are related in the strict grammatical rules, which progressively build up conceptualisation. Contrary to the views presented in previous studies, this study argues that incremental and left-to-right processing, the relative clause has semantic constraints on the head noun. The overall order of difficulty in the acquisition of relative clauses determined by a completion task, a combination task and a grammaticality judgment 'Oh OP>IO>SU>DO>GE, which does not accord with the Noun Phrase Hierarchy (NPAH). / The study finds that markedness theory and configurational analysis are also unable to explain the order exhibited in this study due to the head-final at characteristics of the relative clause. The processing ease is the main contributing factor for learners successfully performing the tasks by utilizing the mental lexicon, SOV canonical word order, case particles and temporal adverbs in sentence initial position. The study also evaluates the effectiveness of instruction and the merits of pedagogical grammar. Incorporating findings from the present study, some suggestions are made for the development of a pedagogical grammar for the relative clause in Korean.

Current attention in L2 acquisition research has been given to the integration of message-focused and form-focused instruction. One way to accomplish this is through the incidental focus on form during meaning-focused activities. Some studies have investigated incidental focus on form in different contexts and provided evidence that this incidental focus on form exists in L2 classes and that it facilitates L2 acquisition.The present study conducted further research into the effects of interactional patterns (Teacher-learner and Learner-learner) and learners' proficiency levels (Advanced and Elementary) on the features of incidental focus on form (types of focus on form; types of feedback; linguistic forms focused on and types of immediate uptake). Over 10 hours of interactions with meaning-focused communication tasks were audio recorded in two interactional patterns and in two classes. The 336 focus on form episodes (FFEs) were transcribed and analyzed for four features of FFEs.The results revealed a significant difference in frequencies of FFE types between the two interactional patterns. Teachers were more active in responding to learners' errors, but they were less active in initiating preemptive FFEs. No significant difference was found between the two proficiency levels.In terms of feedback, no significant difference was found between the two interactional patterns. Both teachers and learners were using similar types of feedback in the FFEs. Learners were as able as their teachers in 'providing solutions'. Thus, Learner-learner interactions appear to be equally beneficial for L2 learning. Equally, there was no difference between the two proficiency levels. In terms of linguistic focus, there was no significant difference between the two interactional patterns or between the two proficiency levels.In terms of overall uptake responses, there was a significant difference between the two interactional patterns, mainly in terms of 'no uptake', 'no opportunity for uptake' and 'no need for uptake'. However, there was no significant difference in terms of frequencies of 'occurrence of uptake'. Thus, Learner-learner interactions appear to be equally beneficial for L2 learning from the perspective of producing successful uptake. No significant difference in terms of immediate uptake was found between the two proficiency levels.The results of this study suggest that in both Teacher-learner and Learner-learner interactions at both Advanced and Elementary levels of proficiency, incidental FFEs occur frequently, and the high frequency of immediate uptake in these FFEs can be considered effective for L2 learning. Because learners were able to work as a knowledge source for each other, spoken interactions should be encouraged between learners.

This theoretical thesis investigates the effects of communicative constraints within a second language (L2) classroom with the purpose of developing ways of exploiting and modifying these constraints to improve L2 learning. This investigation incorporates the identification of hierarchical structures, teaching and learning practices which constrain L2 learning within the classroom. The hierarchical structures of institutional power relations and the authority of the teacher guide set goals and assessment. However, L2 learners may have different expectations to those of their teachers. Therefore, in the presentation of an understanding of classroom genre, this thesis analyses the inherent logic or common fallacies of thinking and practice within L2 classrooms and further, the individual experience which each L2 learner brings to the classroom situation. This thesis examines classroom constraints which prevent L2 learners from developing an appropriate range of experiences to enable them to participate in authentic social interaction. Cultural, linguistic and educational disciplinary views are engaged in the description of these substantive problems. L2 learners invariably experience difficulties in communication when they interact socially within their L2 culture, outside the classroom. Learners often lack the experience to express self-purpose within cultural genres because previous classroom learning may have been based upon situation-specific and context-determined patterns of communication and practice. Such patterns and practices are an inherent part of the classroom because the classroom is a specific genre itself and consequently classroom talk is very different from talk in other places. This thesis develops alternative hypotheses which incorporate critical findings pertaining to L2 classroom practices. Further, a project for realistic solutions to L2 learning is offered. These solutions have been developed from the recognition that learning a L2 in a classroom-based situation is a process which lacks the diversity of everyday societal life.

Thesis (Ph.D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 271-290) Also available in print.

The purpose of this study was to determine the effects of participation in Read 180, a teacher-mediated, computer-mediated reading instruction program, on the reading proficiency of 4th and 5th grade English Language Learners. The students who participated in the Read 180 program scored below the 25th percentile on the Florida Comprehensive Assessment Test (FCAT). Cultural-historical activity theory guided the research. Research questions for the study were answered with quantitative and qualitative methods. The questions asked were: 1. What are the effects of participation in Read 180, a teacher-mediated computer-mediated-integrated learning system that provides reading instruction, on the growth in reading proficiency of a group of participating English Language Learners? 2. What are the effects of participation in Read 180, a teacher-mediated computer-mediated integrated learning system that provides reading instruction, on the reading achievement of a group of participating English Language Learners when compared with the reading achievement of a group of English Language Learners with similar characteristics receiving reading instruction supported by a reading basal program? 3. How does the mediated structure of Read 180, a teacher-mediated, computer-mediated integrated learning activity system that provides reading instruction and surrounding activity systems interact to affect learning? Data analysis revealed that the fourth and fifth grade experimental group significantly improved their proficiency on the Scholastic Reading Inventory. Analysis of pre- and post-test scores obtained with the Florida Comprehensive Assessment (FCAT) of fourth and fifth grade experimental and control groups were not statistically significant. Qualitative findings indicated that the organization of classroom instruction had a significant impact on the quality of instruction. A discussion of the findings presents several implications and recommendations for future research on teacher-mediated, computer-mediated reading instruction.

Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug 15

Thesis (Ph.D.)--Washington State University, 2000. / Chair: Inga Kromann-Kelly. Includes bibliographical references.

In this thesis I examine the linguistic, semantic and sociolinguistic components of the English modal system and the difficulty the system presents to both instructors and learners of English as a second language (ESL). The purpose of this study was to determine what these components are and how they affect communication. I begin by defining what modality is and how it is manifested in English. The focus is upon the one-word modals and not the phrasal modals; however, some phrasal modals are explicated when a contrast exists between the meaning of the one-word modal and its phrasal equivalent. After the modal is defined, problem areas of form and meaning are explicated. Then, a review of how grammar, specifically modals, has been taught in the field of Teaching English as a Second Language (TESL) follows. In this review, second language acquisition research is also examined for its influence on grammar pedagogy.

One of the main differences between English monolinguals and English language learners is that the latter use their knowledge of their first language in spelling in English. Previous studies have shown that the nature of first language affects spelling in English. One of the factors which influence spelling in English is the phonology of first language. The main aim of this study was to examine the spelling performance in English among students whose first language was Arabic in two novel phonemes (/p/ and /v/) and their phoneme pairs (/f/ and /v/). The analyses were based on a dictation task. There were eight target words for each phoneme. Each word had a target phoneme embedded in the initial or the final position. There were 99 Arabic speaking participants from fourth grade whose performance was compared with 40 monolingual English speaking participants. Findings of the present study indicated that the Arabic participants had particular difficulty in spelling the novel phonemes /p/ and /v/ with large effect size. The participants mostly confused these two phonemes with their phoneme pairs and spelled /p/ as b and /v/ as f. The Arabic participants also had some difficulty in spelling the phoneme pairs /p/ and /v/, and spelled /b/ as p and /f/ and v. This finding had a medium effect size. Finally, both groups of participants generally performed better when the target phoneme was in the initial position. The present study is a contribution to the current literature about the effect of first language on spelling in English. In order to establish a universal theory about how language learners acquire the English spelling and to compare and contrast the acquisition of spelling of native speakers of English and English language learners, it is fundamental to examine the world's various languages and their effect on second language spelling acquisition. Additionally, the findings of this study can provide practical implications for language literacy classes which are designed for Arabic students.