ESL grammar books have lists of present and past participial adjectives based on author intuition rather than actual word frequency. In these textbooks, the –ing and –ed participial adjectives derived from transitive verbs of state and emotion are presented in pairs such as interesting/interested, boring/bored, or surprising/surprised. This present study used the Corpus of Contemporary American English http://corpus.byu.edu/coca/ (COCA) to investigate the overall frequency of participial adjectives in use as well as their frequency within certain varieties of contexts. The results have shown that among most frequently used participial adjectives there are not only the participial adjectives derived from transitive verbs of psychological state, such as interesting/interested, but also the participial adjectives derived from transitive verbs of action with their intransitive equivalents, such as increasing/increased. The data also revealed that many participial adjectives lack corresponding counterparts and thus cannot be presented in –ing/-ed or -en pairs (e. g., existing, ongoing, concerned, supposed). Finally, a majority of the differences between participial adjectives, including the differences between present (-ing) and past (-ed or -en) participial adjectives, are reflected in their collocations. This study suggests that a new approach of teaching participial adjectives along with their collocations in relation to their frequencies in particular contexts can help second language learners develop awareness of how and when these participial adjectives should be used to convey an individual’s intended meaning in a native-like manner

No description available.

No description available.

Many studies in the field of preservice TESOL teacher education focus on expert teacher feedback to preservice teachers but neglect to address other sources of classroom feedback. This study explored how alternate sources of classroom feedback, including peer teachers and students, compare to expert feedback. A total of thirty participants from three different participant groups were featured. The three participant groups were composed of students studying at an intensive English lab school, preservice teachers who worked at the lab school, and the mentors and university instructors that guided those preservice teachers. Data collection took place through feedback sessions, during which participants used the program GoReact to provide feedback on two videos of TESOL instruction. Feedback gathered in the sessions was analyzed using content analysis and thematic analysis. The results of the study indicate that expert feedback aligns most closely with peer teacher feedback in both the frequency of teaching factors commented on and frequency of positive versus suggestion comments made. Additionally, all feedback groups commented most frequently on teacher focused instructional factors including teacher movement, instruction, and use of strategies. Feedback groups thematically addressed classroom management and teacher questioning practices most frequently. Findings of the study suggest that experts and preservice TESOL teachers should judiciously utilize feedback from varying classroom feedback sources to broaden their understanding of classroom feedback and contextualize instruction.

The present study looked at the effects of a self-regulatory goal setting framework (WOOP) implemented in writing classes that were developed by Oettingen (2018) using Mental Contrasting and Implementation Intentions (MCII). The study examined English learners' development on self-reported self-regulation and proficiency levels in an Intensive English Program (IEP) in the United States over the course of two 14-week semesters. A total of 238 English Language Learners participated in the study and took the Short Self-Regulation Questionnaire (SSRQ) where the scores were analyzed to determine development over time. The analysis showed no statistically significant differences. However, experimental group participants' self-reported self-regulation tended to increase over time, even if only slightly. The same 238 participants also took a Level Acquisition Test (LAT) to assess their productive proficiency levels. The scores were also compared to a control group to determine if their proficiency was affected when the framework was implemented in the class. Based on the proficiency results, there were statistically significant differences in the development by experimental and control groups that were compared over time. In summary, WOOP, the self-regulatory framework that used MCII, may not have led to statistically significant differences in self-regulation, but the majority of the experimental group participants tended to improve in self-regulation, suggesting WOOP may be beneficial to help ESL learners improve their self-regulation. This research suggests the potential and value of further research with MCII in ESL contexts, specifically with longitudinal implementation of the framework, clarifications and instructions to better assist teachers and students, and further consideration of qualitative data looking at interviews, comments, personal reactions.

My dissertation asserts that the discourses which at the present time construct the world of work for teachers in adult TESOL, are no longer adequate to represent the field in these new and rapidly changing times. For the last forty years the discourses that have constructed the field present a totalising, gender free, liberal humanist view of TESOL, rendering women's experience invisible, no longer speaking to or for women teachers who make up more than ninety percent of the teachers in Victorian adult TESOL programs (Cope & Kalantzis 1993, Brodkey 1991, Fine 1992, Peirce 1995). I begin by exploring the work of women teachers in adult TESOL, focusing on women teaching in the fast growing de-institutionalised settings of adult TESOL programs, which remain marginalised from the central programs in terms of administrative policy and practice. I report the findings of a series of projects undertaken by the teachers and the researcher by which new insights and understandings of teachers beliefs about their work and the changes which are currently reconstructing the field of adult language and literacy education in Australia, have been gained. I questions the discourses of applied linguistics which have for the past forty years constructed the field of adult TESOL in Australia and suggests that these lack a social theory (Candlin 1989). From the research findings I questions the possibility of continuing to work in the ways of the past, in the current climate of reconstruction of the field, rapid policy change and continued erosion of resources. I suggest that the previously loose system which held this field of work together, the ways of working, the understandings of practice, have in the light of these new times, been stretched to the limit and are in real danger of collapse. For the women working in TESOL this continued incursion of the systems into their work and the changes that have taken place, the denial of their ways of working, their local knowledge and gendered experiences, can be read against Habermas' concept of the colonisation of the lifeworld of language teaching (Habermas 1987).

<p>Many multilingual learners who use a language other than English at home face academic challenges from English monolingualism prevalent in the U.S. school system. English as a New Language (ENL) programs teach English to these learners while playing a role in reinforcing English monolingualism. For educational inclusivity and equity for multilingual learners, it is imperative to center their holistic language repertoires in ENL classrooms; however, this can be challenging due to individual and contextual factors. Using translanguaging as a conceptual framework, this qualitative case study explores how high school multilingual learners’ languages are flexibly used in ENL classes and how the students think about such classroom translanguaging practices. I used ethnographic methods to observe ENL classroom activities and instructional practices, interview the participants, and collect photos and documents in a high school in Indiana for a semester. The participants were an English-Spanish proficient ENL teacher and four students from Puerto Rico, Mexico, Honduras, and the Democratic Republic of the Congo, whose language repertoires included Spanish, Lingala, French, Arabic, and English. The findings describe the difficulties and possibilities of incorporating all students’ multilingual-multisemiotic repertoires in ENL classes. The classroom language practices primarily constituted of Spanish and drawing; some instructional activities and practices, such as the multigenre identity project and the teacher’s use of Google Translate, well integrated the students’ multilingual-multisemiotic repertoires. When the students engaged in English writing, they frequently used machine translation, such as Google Translate, through dynamic processes involving evaluation. While the students perceived such classroom translanguaging practices generally positively, they considered using machine translation as a problem, a resource, or an opportunity. With these findings, I argue that multilingual learners’ competence to use their own languages and machine translation technology freely and flexibly is a valuable resource for learning and should be encouraged and developed in ENL classrooms. To do so, ENL teachers should use instructional activities and practices considering students’ dynamic multilingualism. TESOL teacher education should develop such competence in teachers, and more multilingual resources should be provided to teachers. In the case of a multilingual classroom with singleton students, building mutual understanding, empathy, and equity-mindedness among class members should be prioritized. Finally, I recommend that the evolving multilingual technologies, such as machine translation, be actively used as teaching and learning resources for multilingual learners.</p>

The purpose of this study is to explore the assumption that classrooms are the most appropriate places for the Teaching of English as a Second or Other Language (TESOL) to adult learners in contemporary global society. It considers the success of postmodern general education curricula that systematically dissolve the boundaries between the classroom and the community and seeks to show why such a place-based approach might be particularly useful in transforming TESOL curricula which for the most part overlook informal learning. This study offers 15 successful non-mother tongue English users the opportunity to reflect on their language learning in two separate open-ended interviews. Subsequently, it analyses the range and properties of the places of their acquisition as they emerge from the interview data. The study finds that the classroom is an insufficient place because its social relations necessarily limit learner agency and generally render it ineffective for ESOL acquisition. This suggests the need to transform TESOL into a practice from within which quite new places of learning with more equal social relations emerge where English language can be effectively acquired. This study recommends that English language learners and teachers collaboratively negotiate opportunities for participation in real-world English speaking communities of practice in order to acquire language rapidly and thoroughly. It suggests that this might be achieved by transforming tertiary level English classrooms into laboratories for critical reflection where students are encouraged to discuss problems of significance to them and subsequently deliver real world solutions to the local community. This exploration of place-based TESOL employs Critical Discourse Analysis as its methodology and is situated within the critical paradigm of language education research.

Teaching speaking is an area of language education which is frequently neglected in English classes in Turkey. This dissertation reports on an action research study designed to address this problem. The study involved data collection through interviews, questionnaires, and observations, as a way of eliciting students’ views as a means to improve speaking classes and to outline the impact of student negotiation on students’ classroom participation and performance. The research, conducted in the ELT Department at a university in Turkey, comprised three different stages. In the first reconnaissance phase, initial data were collected to understand the classroom context. This informed the second stage, comprising eight weekly-based interventions that involved planning, action, observation and reflection, in which students were given a voice and classroom activities were designed accordingly. In the third stage, the final data were collected to understand the effectiveness of student negotiation. According to the findings, students wanted more opportunities to practise spoken language in class. Student negotiation allowed for the design of classes according to students’ needs and wants, with students becoming more motivated to engage in classroom activities. This led to the development of more positive attitudes towards speaking classes, and more positive perceptions of their speaking ability were reported at the end of the term, together with increased classroom participation, greater willingness to communicate, higher self-esteem, and lower levels of anxiety. The findings also suggested that student negotiation is likely to impact on students’ and teachers’ professional development. The study has a number of implications for both the teaching of speaking and for research: it demonstrates the significance of student engagement in classroom activities, made possible through designing activities which take into account students’ views and perceptions. Student negotiation and attention to students’ needs and wants would appear to promote a high level of student participation, increased motivation and more positive attitudes towards speaking classes. Further research studies, and specifically, more action research, should be conducted in Turkey to generate practical implications to improve classroom practice.

This study attempts to identify learning opportunities at the Department of English Language and ELT Methodology at Charles University in Prague via a comparison with an Australian institution, The University of Queensland located in Brisbane. The secondary objective of the study is to further thesis writing culture at the Department at CU by cataloging and auditing past TEFL theses. Thus, future students could more easily and efficiently identify new areas for research and benefit from the foundations laid by previous students. The first half of this thesis provides a review of previous works conducted in the field of the history of English linguistics, with a special focus on ELT Methodology at CU. Thus, a list of Prague TEFL theses submitted between 1946-2008 follows. A similar list is created for UQ TEFL theses between 1994-2009 on the basis of research at UQ that was carried out in 2009-2010. This results in a comparison of TEFL theses topics from both universities' intersection 1994-2008. This information is then linked to establishment of areas of strength or improvement at CU. In phase two of this study, MA theses writing guidelines released by CU and UQ are compared. These guidelines are characterised into five categories, i.e. flexibility, structure, academic integrity, conformity, and...