This study aimed at investigating the effect of an extended teacher wait time on student participation in primary school context. The main purpose of the study was to inquire whether primary level students would participate in the lesson more when they are given extended wait time after questions than those lessons in which they received average wait time. Students&rsquo / attitudes towards receiving extended wait time and teachers&rsquo / opinions about and experiences in applying it were also explored. For this purpose, two fifth grade classes at ihsan Dogramaci Foundation Bilkent Primary School participated in the study. Pre-test and post-test results and first part of the teacher and student questionnaires provided the quantitative data of the study. The qualitative data came from the second part of the questionnaires that were given to the teachers and the students. The analysis of the quantitative data indicated that students who received extended wait time participated in the lesson more than the students who received average wait time. Analysis of the results of student questionnaire indicated that the students were aware of the positive outcomes of being allowed extended wait time. The results of the teacher questionnaire showed that although extending wait time strategy and its outcomes are known by the teachers, it is not widely used in the classrooms.

ABSTRACT PROSPECTIVE ENGLISH TEACHERS&rsquo / VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo / views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent / the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying / and the program and courses were generally adequate. On the other hand, from the students&rsquo / viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo / s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.

The aim of this study was to gain an insight into how teachers work practically with the Communicative Oriented Curriculum in English and what factors that could influence the teachers’ methodology. The investigation partially replicated a study by Kırkgöz (2008). The study was conducted at three state elementary schools in Turkey by using multidimensional qualitative research procedures, including classroom observations and interviews. Results demonstrated that all participants showed attributes identified to an Eclectic-Oriented teaching approach placing them in the middle of a continuum from Transmission to Interpretation-Oriented teachers. The results were later compared with the original study displaying both a satisfying and unsatisfying outcome depending on a qualitative or quantitative comparison. Findings also indicated that a holistic perspective must be considered in order to interpret and understand the results.

A recent phenomenon widely noted among international volunteer agencies and church mission boards is an increase in the number of older adults offering service in foreign countries. To be effective, these people often need to learn a new language. However, much evidence has shown that older adults have a more difficult time than their younger adult counterparts in acquiring a second language.The case studies in this ethnography describe the language learning experiences of 26 adult students of Spanish during their first trimester at a language school in Central America. Most were planning some type of missionary service in Latin American countries after graduation. There were nine younger learners (20-39 years of age), eight middle-aged learners (40-49) years), and nine older learners (50-65 years). The research centered on these students' language learning self-image and expectations for success. The purpose was to learn more about what happens to adults, especially older learners, as they attempt to acquire a second language in a school located in a naturalistic setting and where classes are comprised of learners of mixed ages. Factors relevant to success and failure were investigated in the hope that language acquisition could be facilitated for these people.The researcher functioned as a participant-observer, taking a full load of classes and also conducting bi-weekly tape-recorded private interviews with the other 25 learners. Other data were obtained from language-learning journals and from observations of the students in their classrooms, community activities, and local homes. The teachers also shared what they had observed over the years about the characteristics of successful adult learners. A mail questionnaire was completed by 47 alumni of the school.The findings illuminated problems some learners have in balancing needs for immersion into the new culture and fellowship with same-culture classmates, finding good conversation partners in the community, obtaining useful types and amounts of error correction from native speakers, learning to shed ethnocentrism, and coping with differences between learning and teaching styles in the classroom. Specific suggestions are offered for adults wishing to obtain the most from their language school investment. / Department of English

This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase. / Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.

The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II. In this evaluation study, the adapted version of Bellon and Handler&rsquo / s (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo / needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 153-161). / Electronic reproduction. / Also available by subscription via World Wide Web / xiii, 161 leaves, bound ill. 29 cm

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1977. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 72-75).

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-08-07Bitstream added on 2014-06-13T18:30:39Z : No. of bitstreams: 1 costa_crm_me_sjrp.pdf: 1020410 bytes, checksum: efc5f97389b625455de924692dd9972e (MD5) / Esta investigação insere-se na área de ensino e aprendizagem de inglês como língua estrangeira, mediada pelo uso da internet. Trata-se de uma pesquisa de natureza qualitativa, de cunho etnográfico e tem por foco a motivação. Esta foi investigada em dois momentos: na fase de diagnóstico, em que aulas de língua inglesa foram observadas e na fase de intervenção, em que os alunos do mesmo contexto foram preparados e atuaram no laboratório de informática em chat com outros jovens, na língua-alvo. Na análise dos dados, na fase de diagnóstico, verificamos a baixa motivação da professora participante e também dos alunos observados, ocorrida provavelmente devido ao predomínio de procedimentos metodológicos tradicionais. Percebemos também, a desmotivação da maioria dos alunos observados pelos tipos de atividades propostas e desenvolvidas pela professora participante. Na fase de intervenção pedagógica, verificamos uma alta motivação na maioria dos alunos devido às atividades desenvolvidas pela professora pesquisadora, que enfatizavam a língua inglesa em uso para propósitos comunicativos. Neste momento da pesquisa foi realizado um estudo panorâmico da motivação dos alunos. Os dados coletados nesta fase foram insuficientes (pouco representativos), e então, optamos pela realização de um estudo de caso. Como resultados das interações, verificamos momentos de alta e baixa motivação. Momentos de alta motivação ocorreram quando os alunos participantes conseguiram interagir bem na língua inglesa e encontraram condições favoráveis da internet (speedy). Momentos de baixa motivação ocorreram quando os alunos encontraram dificuldades de compreensão da mensagem enviada na língua inglesa, e condições desfavoráveis da internet (ig). / This investigation is inserted within the area of teaching and learning English as a foreign language, mediated by the use of internet. It's a qualitative research of ethnographic nature which has as focus motivation. Motivation in a seventh grade of a public school was investigated in two moments: in a diagnosis phase, an English class was observed and in an intervention phase, the students of this same context were prepared and performed in the computer laboratory in chat with other young speakers of the English language. In the analysis of the data from the intervention phase, we could verify low motivation of the participating teacher and of the observed students which probably occurred due to the teacherþs traditional approach. We also realized that the students' desmotivation was caused by the kinds of activities proposed and developed in the classroom. In the intervention phase, we could verify high motivation of the great majority of the observed students due to the activities developed by the researcher teacher, that emphasized the English language in use for communicative purposes. In this moment of research, we fulfilled a panoramic study of students' motivation. The collection of data in this phase was incomplete, we opted to develop a case study. As results of the interactions, we could verify moments of high motivation and low motivation. Moments of high motivation were observed when the participating students demonstrated the wish of having more classes, communicated well in English and met favorable conditions of internet (speedy). Moments of low motivation occurred when the students found difficulties of comprehension of the message sent in English and unfavorable conditions of internet (ig).

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-04-24T18:23:56Z No. of bitstreams: 1 DissKAMO.pdf: 1494748 bytes, checksum: 7f422c4f685ad4a38059d3feed6ea4e6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-25T18:36:16Z (GMT) No. of bitstreams: 1 DissKAMO.pdf: 1494748 bytes, checksum: 7f422c4f685ad4a38059d3feed6ea4e6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-25T18:36:23Z (GMT) No. of bitstreams: 1 DissKAMO.pdf: 1494748 bytes, checksum: 7f422c4f685ad4a38059d3feed6ea4e6 (MD5) / Made available in DSpace on 2017-04-25T18:40:27Z (GMT). No. of bitstreams: 1 DissKAMO.pdf: 1494748 bytes, checksum: 7f422c4f685ad4a38059d3feed6ea4e6 (MD5) Previous issue date: 2016-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The following research was carried out in Tegucigalpa, Honduras, specifically at high school level in public schools. The objective of this research is to know, through surveys, the teachers´ and students’ perceptions, about the use of songs in English teaching. This research is divided into three chapters the first called educational stage of Honduras, in which the its describe the location of the Central American country, as well as a brief description of the economic and social situation of the country. In addition, it describes how the education system in Honduras is organized based on the National Basic Curriculum (CNB), also defines the purpose of each educational level, with an emphasis on the high school level. The second chapter is about the English teaching methodology, and the relevance in Honduras. It also explains the proper use of English songs to increase the four basic skills of a language (listening, speaking, reading and writing). The third and final chapter shows the data analysis about the surveys applied in high school level to teachers and students. At the end of the third chapter it is suggested a didactic proposal based on the songs mentioned by teachers and students. / La presente investigación fue realizada en Tegucigalpa, Honduras, específicamente en el nivel de educación media en cinco colegios públicos de dicha ciudad. El objetivo de esta investigación es dar a conocer, por medio de encuestas, la percepción de los profesores y estudiantes, sobre el uso de canciones como herramienta pedagógica en la enseñanza del idioma inglés. Esta investigación se divide en tres capítulos el primero llamado escenario educacional de Honduras, en la cual se dará a conocer la ubicación del país centroamericano, y también una breve descripción de la situación económica y social que enfrenta el país en la actualidad. Además, se describe como está organizado el sistema de educación en Honduras basándose en el Currículo Nacional Básico (CNB), e igualmente se define la finalidad de cada nivel educativo, haciendo énfasis en el nivel medio. El segundo capítulo se destaca la metodología de enseñanza del idioma inglés, y su importancia en el país. Asimismo, se expone el uso de canciones para acrecentar las cuatro habilidades básicas de lenguaje (escuchar, hablar, leer y escribir). El tercer y último capítulo es un análisis de datos sobre las encuestas aplicadas a los profesores y estudiantes del nivel medio de educación. Al final de este capítulo se muestra una propuesta didáctica basada en canciones mencionadas por los profesores y estudiantes que participaron en las encuestas.