Made available in DSpace on 2016-03-15T19:46:11Z (GMT). No. of bitstreams: 1 Elen Del Sole.pdf: 1119476 bytes, checksum: 222fa8bddb42e6cbb98ff7e00436c997 (MD5) Previous issue date: 2014-10-22 / This study aims at adding some considerations on the development of intercultural competence in teaching English as a foreign language teaching (TEFL). The corpus under analysis has consisted of the observation of a group of adult students linguistical behavior in English as a foreign language classes within a 12 months ́ period of time. The programme content has been elaborated in such a way that dynamic activities should take place and provide the subjects ́ interaction, that is, the researcher and teacher on one side and the students, on the other side, as the participant group. The purpose has been to analyze students intercultural abilities on the basis of research-action methodology. Intercultural pieces of reality from Western countries, as well as the emphasis on multicultural thought, have been presented to the students. The technique adopted to introduce distinct intercultural pieces of reality has used authentic material and the criterion has involved themes related to politics, economics and creative thinking. Observation of the students linguistical behavior has resulted in subcategories such as generalization, which has been analyzed under the parameter of foreign language teaching as the third space. / O presente trabalho visa a contribuir com reflexões sobre o desenvolvimento da competência intercultural no ensino das línguas estrangeiras. O corpus para a análise constituiu-se na observação do comportamento linguístico de um grupo de alunos adultos de aulas de inglês como língua estrangeira (LE) no período de 12 meses. O conteúdo programático foi especialmente elaborado para que ocorressem dinâmicas que propiciassem a interação dos sujeitos envolvidos a saber, a professora como pesquisadora e os alunos enquanto grupo participante, com a finalidade de analisar as habilidades interculturais dos alunos, dentro dos pressupostos da metodologia da pesquisa-ação. Foram apresentadas aos alunos realidades interculturais provenientes de países do Ocidente, além de ênfase no pensamento multicultural. A técnica adotada para a apresentação de realidades interculturais distintas serviu-se de material autêntico, cujo critério de seleção foram temas relaciona dos à política, à economia e ao pensamento criativo. O resultado da observação do comportamento linguístico dos alunos trouxe subcategorias como a generalização, que foi analisada tendo como parâmetro o ensino de língua estrangeira enquanto terceiro espaço de enunciação.

Made available in DSpace on 2016-04-28T18:22:23Z (GMT). No. of bitstreams: 1 Dissertacao CRISTINA GAGLIANONE.pdf: 669352 bytes, checksum: e026d4d49fe702daa968d791054de99b (MD5) Previous issue date: 2005-10-17 / This research aims at investigating what are the representations about teacher education during the classes of the module Repensando a Fonologia do Inglês: da conscientização à ação, part of the course Reflexão sobre a Ação. The research was carried out in a course for professional development for English teachers from the Public Schools of the State of São Paulo during the first semester of 2004. The theoretical framework on which this research was based was the concept of representation Barcelos (2001) and social representation Moscivici (1984) and Lessa & Freire (2003) looking at language theory (Bakhtin 1929/1995); theories of learning and teaching (Vygotsky, 1934/2000); the concept of teacher education Dewey, 1959; Schon, 1987/1992 and Celani 2003, 2004 until the theories of critical reflection (Freire, 1970; Kemmis 1987, Smyth,1989,1992; Zeichner,1992; and Brookfield, 1995) and the role of phonology (Lieff, 2003). The data were collected during two classes of the module Repensando a Fonologia do Inglês: da Conscientização à Ação. For the analysis and interpretation of the data, I used Spradley s (1980) cultural domains, based on the participants lexical choices. The categories analysed were the representations about language, teaching and learning, critical reflection and the role of phonology in the module under study. The results of the analysis indicate that there is a clash between the teacher s representations and that of the students, which hinders the achievement of the module s objectives / Esta pesquisa tem por objetivo verificar quais as representações dos envolvidos sobre formação de professores durante as aulas do módulo Repensando a Fonologia do Inglês: da conscientização à ação, parte do curso Reflexão sobre a Ação. A investigação foi desenvolvida em um curso de aprimoramento profissional para professores de inglês da rede oficial de ensino do Estado de São Paulo durante o primeiro semestre de 2004. Os pressupostos teóricos que fundamentaram a investigação foram: o conceito de representação Barcelos (2001), e de representação social Moscivici (1984) e Lessa e Freire (2003) ao olhar a concepção de linguagem (Bakhtin 1929/1995); teorias de ensino-aprendizagem (Vygotsky, 1934/2000); o conceito de formação contínua na formação de professores de Dewey, 1959; Schon, 1987/1992 e Celani 2003, 2004 até chegar ao conceito de reflexão crítica de (Freire, 1970; Kemmis 1987, Smyth,1989, 1992; Zeichner,1992; e Brookfield, 1995 e o papel da fonologia (Lieff, 2003). Os dados foram coletados em duas aulas do módulo Repensando a Fonologia do Inglês: da Conscientização à Ação. Para a análise e interpretação dos dados, foram utilizados os domínios culturais de Spradley (1980), com base nas escolhas lexicais dos participantes: a professora-formadora e os professores-alunos. As categorias analisadas foram as representações sobre a linguagem, o ensino-aprendizagem, a reflexão crítica e o papel da fonologia no módulo em estudo. Os resultados indicam que há um embate entre as representações da professora formadora e as dos professores-alunos, o que dificulta que os objetivos propostos pelo módulo sejam atingidos

abstract: This study investigates how the teaching English as an international language (TEIL) framework can be integrated into the English curriculum of the Korea Military Academy (KMA). Addressing the research gap on TEIL and military settings, this study first critically reviews issues around the varieties of English (i.e., world Englishes), the international functions of English, and the pedagogical implications of TEIL in today’s globalizing world. The study then examines current challenges and objectives of ELT and suggests practical strategies for incorporating TEIL into the English curriculum of the KMA. The study suggests the following four strategies to apply TEIL into the English curriculum of the KMA: (a) introduce WE/EIL activities into the English Conversation course; (b) establish a WE/EIL course; (c) provide extracurricular WE/EIL activities; and (d) incorporate intercultural content into the Military English course. The study argues that implementing these suggestions would help cadets develop both their linguistic proficiency in English and intercultural communicative competence that are essential for them to become professional military communicators who can effectively communicate with interlocutors from diverse linguistic, cultural, and national backgrounds in international military contexts. While the study contributes to the literature by bridging the gap between TEIL and military contexts, it demonstrates the following implications: (a) a meaningful case of applying TEIL into the military context in Korea; (b) the importance of both linguistic proficiency in English and intercultural competence for ELT in the KMA; and (c) the possibility of influencing the Korea Air Force and Naval Academy to reexamine their English curricula. The study concludes that the English curriculum of the KMA should be revised based on the recognition of the symbiotic relationship among linguistic proficiency in English, exposure to diverse varieties of English, and intercultural competence in order to produce cadets who can effectively communicate in English as a military lingua franca for the success of their designated military objectives in the future. / Dissertation/Thesis / Masters Thesis English 2019

Utilizing drama has long been an innovative and dynamic concept as a part of a communicative approach in English classrooms around the world. Teaching languages through drama offers many beneficial opportunities for learners. Nevertheless, traditional methods are still the widely held teaching structures across the globe, which results in an increase in the number of demotivated learners who often hate and fear to practice one of the challenging skills when learning a foreign language- speaking- as it is a productive language skill. Not only do the traditional methods bring negative emotional and psychological outcomes, but it also causes a gradual slowdown in the language acquisition process. The aim of this study was to exclude these problems and to provide a learner–centered atmosphere. This study is intended to gain insights, analyze and better understand the use of script-based and improvisational drama to develop oral proficiency by taking student motivation and attitudes into consideration. The study addressed the following questions: 1) What are learners’ motivations and attitudes toward developing speaking skills before the intervention and after the intervention?; 2) What unique roles do the script-based versus improvisational drama play in fostering learners’ development of oral proficiency?; 3) What are the participants’ reactions to script-based and improvisational drama instructional techniques before and after the intervention?; and 4) How do they make sense of their oral proficiency gains as they reflect on the experience of participating in the creative dramatic activity? In order to investigate these questions, 2 sessions of script-based and 2 sessions of improvisational drama, total of 4 sessions of drama intervention were offered to learners, and the researcher conducted interviews, video recordings, and field observations and notes throughout the intervention. Findings indicated that script-based and improvisational drama helped learners improve their oral proficiency, decrease their negative motivations, reduce their stress, anxiety and shyness levels, and increase their positive motivations. This study contributes to our understanding of the role of script-based and improvisational drama in language learning process.

This thesis deals with the possibilities of using ICT in English language teaching at primary school. The theoretical part deals with the definition of the concept of ICT, ways of implementing ICT in teaching, further describes the possible advantages and disadvantages of using ICT in teaching at primary school and mentions the didactic functions of ICT and general education and language objectives supported by technologies. The practical part of this thesis presents ten specific activities using ICT in English language lessons at primary school. These activities are always properly described in terms of educational objectives, ways of their realization and in the end are reflected. Each activity was tested in practice in advance. The research carried out in this thesis deals with the use of ICT among teachers at an elementary school in Pilsen and reflects their opinion on technologies and their future in English language teaching at primary school.

This qualitative research aims to present students' beliefs about the role that culture plays in language learning and to understand their responses towards the use of authentic multi-media materials. Based on the results of the study, this dissertation describes the impact that authentic multi-media materials had on students' cultural knowledge and their overall language learning experience. The implications discussed in this study are based on students' responses and are relevant to foreign language instructors who are interested in the areas of culture teaching, authentic multi-media materials, students' perspectives, and autonomous learning. In particular, the dissertation presents a link between authentic multi-media materials and motivation based on Ryan and Deci's Self-Determination Theory (2000). The results found in this study suggest that authentic multi-media materials are resources that could be utilized in the early stages of instruction in order to capitalize on students' inherent interest in the Italian culture, which in turn serves to motivate students to persist in their language study. / text

Study abroad programs are a common component of many foreign language programs across the United States. Of these university-based study abroad programs, short-term language-focused programs are becoming increasingly popular in the United States. Despite the growing popularity of short-term study abroad programs, there is little research on students’ sociocultural experiences under these short, intensive language-immersion conditions. Relatively few studies have addressed the issue of gender in the study abroad context. Brecht et al. in their longitudinal study on the effects of a study abroad stay on language proficiency gains in Russian found that gender was one of the significant predictors of language learning. The impact of gender on the process of second language and culture acquisition becomes particularly important in countries like Russia where perception and construction of gender roles is very different from that in the United States. These gender-related differences may cause students to have negative attitudes towards the Russian language and culture. Students belonging to ethnic minorities have different study abroad experiences from students who belong to the ethnic majority or mainstream culture. In the rise of terrorist attacks administered by Chechen separatists on the territory of Russia in the past several years, native Russians are becoming less tolerant with representatives of ethnic minorities and therefore, more suspicious and hostile towards individuals with non-Caucasian features. Being constantly racially-profiled can turn an otherwise pleasant language and culture learning experience into a nightmare. A better understanding of how race and ethnicity affect learning processes in a study abroad setting will result in rethinking of how learners’ differences (and the outcomes of those differences) enter the formal language teaching curriculum. The present study investigates how American college students visiting Russia on a five-week-long study abroad program perceive and describe their cultural, gender, and ethnic experiences. The results of this ethnographic case study are analyzed through the lens of critical theory that argues that human society is essentially oppressive and that societal inequality is reproduced through the dominant ideology. / text

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 278-284). / Electronic reproduction. / Also available by subscription via World Wide Web / xviii, 284 leaves, bound ill. 29 cm

Thesis (MPhil )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: An increasing number of studies indicate that South African learners' literacy levels are deplorably low. According to one international study, the Progress in International Literacy Study (PIRLS), conducted in 2006, South African grade 4 learners' literacy levels are the lowest of the 40 countries that participated in the study. The results of the first Annual National Assessment (ANA), conducted in 2011, show that the average literacy performance of grade 3 learners in South Africa lies at 35%. Even though numerous reasons can be presented for these low literacy levels - amongst others, large classes, insufficient teacher training, insufficient educational practices (especially the fact that so little time is spent on reading instruction), and a lack of teaching material - the blame is often cast on the insufficient language proficiency of South African learners. South African learners often receive education in a language which is not their first language. A large number of learners only receive education in their first language for the first three years of their school career and thereafter English usually becomes the language of learning and teaching. It is, however, not only those learners who receive education in their second language who have low literacy skills. Learners who receive education in their first language also encounter problems. The aim of this study was to determine whether a reading intervention programme, designed on the basis of the most recent research on reading, could improve the reading comprehension skills of grade 8 learners in their first language Afrikaans and whether these skills could be transferred to their second language English. The study showed that there was a significant improvement in the participating learners' reading comprehension skills in their first language Afrikaans, as well as in their second language English, even though the reading intervention was only offered in Afrikaans. According to the results of this study, it seems that reading comprehension skills which are acquired in the first language can indeed be transferred to a second language. The implications of these findings for first and second language literacy development are discussed in the final chapter of the thesis. / AFRIKAANSE OPSOMMING: 'n Toenemende aantal studies dui daarop dat Suid-Afrikaanse leerders se geletterdheidsvlakke kommerwekkend laag is. Volgens een internasionale studie, die Progress in International Literacy Study (PIRLS), wat in 2006 gedoen is, is Suid-Afrikaanse graad 4-leerders se geletterdheidsvlakke die laagste van die 40 lande wat deelgeneem het. Die resultate van die eerste Annual National Assessment (ANA) wat in 2011 gedoen is, wys dat graad 3-leerders in Suid-Afrika se gemiddelde prestasie vir geletterdheid slegs 35% is. Hoewel talle redes vir hierdie lae geletterdheidsvlakke aangebied kan word - waaronder groot klasse, onvoldoende onderwyseropleiding, onvoldoende onderrigpraktyke (veral dat daar te min tyd aan leesonderrig bestee word) en 'n gebrek aan onderrigmateriaal - word die blaam dikwels geplaas op die onvoldoende taalvaardighede van Suid-Afrikaanse leerders. Suid-Afrikaanse leerders gaan dikwels skool in 'n taal wat nie hul eerste taal is nie. Talle leerders ontvang slegs vir die eerste drie jaar van hul skoolloopbaan onderrig in hul eerste taal en daarna word Engels gewoonlik die taal van leer en onderrig. Dit is egter nie net die leerders wat in hul tweede taal onderrig ontvang, wat lae geletterdheidsvlakke het nie. Leerders wat in hul eerste taal onderrig ontvang, ondervind ook probleme. Die doel van hierdie studie was om vas te stel of 'n leesintervensieprogram, wat geskoei is op die nuutste navorsing oor lees, die leesbegripsvaardighede van graad 8-leerders in hul eerste taal Afrikaans kan verbeter en of hierdie vaardighede oorgedra kan word op hul tweede taal Engels. Die studie het aangedui dat daar 'n beduidende verbetering in die leerders se leesbegripsvaardighede in hul eerste taal Afrikaans sowel as hul tweede taal Engels was, alhoewel die leesintervensie slegs in Afrikaans aangebied is. Volgens die resultate van die studie wil dit voorkom asof leesbegripsvaardighede wat in die eerste taal verwerf word, oorgedra kan word na 'n tweede taal. Die implikasies van hierdie bevindinge vir die ontwikkeling van geletterdheid in 'n eerste en tweede taal, word in die finale hoofstuk van die tesis bespreek.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: The scientific study of gratitude is one of the topics currently researched by the emergent positive psychology movement, which seeks to understand more about the very best in human beings. Studies in psychology have found that gratitude and other positive emotions in the workplace seem to be linked to motivation, which in turn results in increased productivity. Much research in second language (L2) acquisition has shown a link between increased motivation and improved levels of L2 proficiency. My thesis aims to link these two types of research, by investigating the effect of gratitude journalling on isiXhosa-speaking students at a South African university of technology, in respect of their motivation to improve their English, their attitude towards English, and their English language proficiency. I also attempt to determine whether the language in which the journalling is done has any impact. I developed several tasks for my participants, in order to ascertain their attitudes towards English, their motivation to improve their English, and their English proficiency. These tasks took the form of surveys and questionnaires, which were completed before and after a journalling intervention. The intervention was in the form of journalling online, using the university's e-Learning Centre's WebCT application. The participants were divided into four groups: factual journalling in English; factual journalling in isiXhosa; gratitude journalling in English; gratitude journalling in isiXhosa. They were asked to write two to three sentences in their online journals on five out of every seven days for the period of one month. In line with the findings of previous research conducted with isiXhosa learners, the results of my investigations showed that these isiXhosa students had a fairly positive attitude towards English to begin with. No significant changes in attitudes towards English, motivation to improve English, or English proficiency, were noted among any of the four groups of journallers pre- versus post-intervention. It makes sense intuitively that gratitude journalling should increase the motivation and thus the proficiency of isiXhosa learners in English. However, in retrospect, I realise that it was somewhat ambitious to expect to see a change in English language proficiency over the period of just one month. If my participants had experienced enhanced levels of motivation as a result of the gratitude journalling (in English and/or in isiXhosa), their proficiency in English might have increased over time. However, the gratitude journalling seems not to have had an impact on the attitude towards English/motivation to improve English of these third-year isiXhosa university students. Whatever the effect might have been of the gratitude journalling in these young adults' lives, it is not reflected directly in the results of my study. Perhaps future research on the impact of gratitude journalling in the lives of university students could be conducted, using larger samples of participants, and extending the intervention over a longer period of time. / AFRIKAANSE OPSOMMING: Die wetenskaplike bestudering van dankbaarheid is een van die onderwerpe wat deesdae nagevors word deur die opkomende positiewe sielkunde beweging, wat daarna streef om meer te wete te kom oor die heel beste eienskappe van die mens. Ondersoeke in sielkunde het gevind dat dankbaarheid en ander positiewe emosies in die werksituasie gekoppel skyn te wees aan motivering, wat weer op sy beurt lei tot verhoogde produktiwiteit. Baie navorsing in tweedetaal(T2-)verwerwing het 'n verband gevind tussen verhoogde motivering en verhoogde vlakke van T2-vaardigheid. Hierdie tesis poog om hierdie twee tipes navorsing te verbind, deur ondersoek in te stel na die invloed van die hou van 'n dankbaarheidsjoernaal op die motivering en houding teenoor Engels en die Engelse vaardigheidsvlakke van isiXhosa-sprekende studente aan 'n Suid-Afrikaanse universiteit van tegnologie. My doel was om vas te stel of die hou van 'n dankbaarheidsjoernaal hierdie leerders sou kon help om hul motiveringsvlakke te verhoog en daarom indirek hulle vaardigheid in Engels, en om vas te stel of die taal waarin die joernaal gehou word enige impak sou hê. Ek het verskeie take ontwerp vir my deelnemers, om sodoende vas te stel wat hulle houding teenoor Engels was, sowel as hulle motivering om hul Engels te verbeter, en hulle Engelse vaardigheidsvlak. Hierdie take het opnames en vraelyste behels wat voltooi is voor en na 'n joernaal-hou intervensie. Die intervensie het behels dat die deelnemers aanlyn 'n joernaal moes hou en ek het gebruik gemaak van die universiteit se e-leer sentrum se WebCT. Die deelnemers is in vier groepe verdeel: feitelike joernaal in Engels; feitelike joernaal in isiXhosa; dankbaarheidsjoernaal in Engels; dankbaarheidsjoernaal in isiXhosa. Hulle is gevra om vir een maand lank twee of drie sinne in hulle aanlynjoernale te skryf op vyf uit elke sewe dae. In aansluiting by die bevindinge van vorige navorsing op isiXhosa-sprekende leerders, het die resultate van my ondersoek daarop gedui dat hierdie isiXhosa studente 'n relatief positiewe houding teenoor Engels gehad het, nog voor die intervensie. Geen beduidende verskille in houdings teenoor Engels, motivering om Engels te verbeter, of Engelse vaardigheid is gevind vir enige van die vier groepe toe pre-intervensie en post-intervensie prestasie met mekaar vergelyk is nie. Dit maak intuïtief sin dat die hou van 'n dankbaarheidsjoernaal deur T2-leerders sou lei tot verhoogde motivering en daarom tot verhoogde vaardigheidsvlakke in Engels. Agterna beskou, besef ek egter dat dit effens ambisieus van my was om te verwag om 'n verandering in Engelse vaardigheidsvlakke te sien binne een maand. Miskien sou my deelnemers se vaardigheidsvlakke in Engels met verloop van tyd verbeter het indien hulle wel verhoogde motivering ervaar het as gevolg van die hou van 'n dankbaarheidsjoernaal (in Engels en/of isiXhosa). Die dankbaarheidsjoernale skyn egter geen impak te gehad het op die houding teenoor Engels / motivering om Engels te verbeter by hierdie derde-jaar isiXhosa universiteitstudente nie. Watter effek die hou van 'n dankbaarheidsjoernaal ookal gehad het in die lewens van hierdie jong volwassenes, dit word nie gereflekteer in die resultate van my studie nie. Miskien sou verdere navorsing gedoen kon word oor die impak van dankbaarheidsjoernale in die lewens van universiteitstudente, met groter steekproewe en 'n langer intervensietydperk.