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Volunteer English Teaching Experiences in a Foreign Country: A Case StudyRomero, Gloria January 2012 (has links)
Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a socio constructivist and experiential lens was adopted. Even though volunteer teaching abroad is an increasing worldwide trend, there are few studies that combine these areas, showing that the existing blend of volunteerism and English language teaching needs to be further examined. The analysis of the data showed that novice volunteer teachers experience five types of experiences when teaching English: language teaching experiences, language learning experiences, challenges, general experiences, and volunteering experiences. Novice teachers recalled their expectations before teaching and those were maintained, modified, or unfulfilled. Volunteers stated what teaching means to them after working in public schools, they were able to describe diverse language teaching experiences, and make recommendations to future volunteers.
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Retention and motivation of French as a second language among students of varying abilitiesMacDicken-Jones, Kathleen Susan 11 1900 (has links)
Teachers routinely conduct a period of review after a semester or summer holiday
break due to expected loss of material learned. In the area of second language (L2)
acquisition, this matter is of particular concern to instructors and students because, in
general, during the period of disuse students have had little, if any, contact with the
language. One factor which has proven to influence the maintenance of an L2 is that of
motivation. Gardner and his colleagues’ (1959, 1971, 1973, 1985, 1987, 1988) studies
of French as a Second Language (FSL) have highlighted strong correlations between
attitude and achievement and achievement and language retention. Research on individual
differences among learners (Brounstein, Holahan, William, & Sawyer, 1988; Gardner,
1990) has also contributed to identifying what leads to a successful learner.
This study examined the loss of linguistic and reading comprehension skills among
learners of all ability levels in FSL, with a focus on high ability learners, following
summer vacation. In addition, between-group comparisons of motivational factors, as
based upon subjects’ pre-test scores were conducted.
Tests performed consisted of an analysis of exam questions and components to
confirm an equal level of difficulty of both test versions used, as well as tests of
reliability. Pre- and post-test measures were compared to identify any loss incurred,
followed by Pearson correlations and t-tests. Ability groupings were then categorized as
high, medium, and low according to their pre-test scores. Within these groupings, questionnaire statistics were calculated and contrasted to highlight any motivational
differences between them.
Findings from this research suggested that language skills among FSL learners of
varying abilities deteriorate significantly after a period of disuse. In addition, these
findings confirmed that highly proficient FSL learners are more immune to attrition due
to their having a more stable language base. With reference to the motivational
questionnaires, analyses concluded few significant differences among the three ability
levels. / Education, Faculty of / Graduate
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L2 acquisition of Spanish telic se constructionsSuárez Cepeda, Sonia 08 1900 (has links)
This thesis examines the acquisition of the aspectual properties of the Spanish se in transitive constructions by L2 learners of Spanish. Based on a parameterized distinction of the telic features in English and Spanish, this study investigates whether second language (L2) learners are able to reset the aspectual value of the English parameter to that of Spanish in their interlanguage grammar. Results indicate that L2 learners' responses to a picture interpretation task vary according to proficiency levels. Low-intermediate and intermediate learners did not differentiate between telic and atelic constructions whereas advanced learners successfully acquired the telic properties of the transitive se constructions. Results were interpreted in the light of current theories of second language acquisition and the mental representation of aspect in interlanguage.
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Representation of English as an International Language in Swedish and German Textbooks : A Comparative Study of Textbooks in the Subject English used in Swedish and German Upper Secondary SchoolsRatajczak, Miriam January 2021 (has links)
This study is investigating how English as an international language is represented in textbooks of institutionalised second language learning at upper secondary high schools in Germany and Sweden, as well as if and how these representations differ. The method to be used in this essay is a textbook analysis, in which the frequency of references to Inner, Outer and Expanding Circle countries (see Kachru’s (1992) concentric model of World Englishes) is measured. It is thus a comparative study between German and Swedish textbooks, with focus on upper secondary schools and on the representation of English as an international language. The aim of this study is to investigate whether textbooks in the EFL classroom in Swedish and German upper secondary schools present English as an international language.
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Oral Interpretation of Literature: An Approach to Teaching Middle School EnglishHall, Donna R. 08 1900 (has links)
The purpose of this study was to illustrate the usefulness of oral interpretation in the teaching of English literature at the middle school level. Four areas of literature: poetry, short story, mythology, and drama, were approached through methods of oral interpretation and/or recommendations in the teacher's resource manual accompanying the textbook. A descriptive review was made of the response to the material by the students and the methods of presentation by the instructor. The primary value of approaching the study of literature through oral interpretation was increased interest and motivation among the students and their generally positive reaction to the methods used.
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What Methods do Primary School Teachers use to Expose Students to English?Dilén, Malin January 2022 (has links)
Previous research shows that exposure to the target language affect students' performance. Learning English as a second language can be promoted by using different methods and exposing students to English in the early years of education. The aim of this study is to investigate what methods primary teachers use to promote students' English developement and, what amount of time primary teachers expose students to the English language during a school day. The first research question in this study is what methods do primary teachers in the study use to promote students' English in primary school? The second research question is what is the amount of English that primary school pupils are exposed to in a school day? The method that was used in this study was triangulation, which involves an online survey, interviews and classroom observations. The study was conducted among primary school teachers in Sweden. A total of 31 teachers responded to the survey, three of them participated in interviews. After the interviews, two of them also took part in classroom observations. The results from this study show that most teachers use English during English lessons, but speak Swedish when needed. Most teachers use English in addition to English lessons, mostly in morning gatherings. When promoting methods were investigated, results show that body language and gestures are used with a high frequency during exposure in English. The results in this study also indicate that the most common teaching materials in English lessons are film, working sheets and song.
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Teaching English In Iraq:an Analysis Of An Efl TextbookAl-Akraa, Sarab 01 January 2013 (has links)
This study evaluates the fifth- grade beginning English textbook, Iraq Opportunities 3, which was introduced in elementary schools by the Iraqi Ministry of Education in 2012. This mixed methods research aims to analyze the content of a new textbook that is considered to be the foundation of the English language program in Iraq. This is a valuable research project since its findings reveal the strengths and weaknesses of Iraq Opportunities 3 based on three critical components: grammar, vocabulary, and culture. A survey questionnaire was used in this study to elicit the perspectives of English language teachers who are using this textbook in their classrooms along with the personal evaluation by the researcher. Three research questions were addressed in this study: 1) How are grammar and vocabulary addressed in Iraq Opportunities 3? 2) How are English-speaking and Iraqi cultures represented in Iraq Opportunities 3? and 3) Is the L2 culture represented in this textbook in a way that exposes students to the English-speaking culture? The findings are generally in favor of the textbook in terms of grammar and vocabulary and their appropriateness for the age and level of students. However, the study criticizes the limited role and the poor representation of culture in this curriculum.
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LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMSKikuchi, Keita January 2011 (has links)
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. / CITE/Language Arts
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The effects of outlets for English use in anglophone learners of French in the study abroad environment /Ward, Nathaniel, 1978- January 2004 (has links)
No description available.
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Significance of errors made by English-speaking students on a written French grammar examination.Buteau, Magdelhayne Florence. January 1970 (has links)
No description available.
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