Thesis | October 2009
This study examines the function of the affective factors in learning English as a Foreign Language among the Arab pupils in Israel (APIs). For these pupils, English, which is the gateway to academic life, is considered a fourth language, due to the diglossic nature of Arabic itself, their L1, and Hebrew, the State language. The research profiles the Interlanguage of these pupils by exploring the lingual, cultural and socio-political factors. The dynamic interplay among the affective factors and the learners was revealed through a set of targeted materials and questionnaires.
The Relationship between Morphological Awareness and English Vocabulary Knowledge of Indonesian Senior High School Students
The main purpose of the present study is to investigate the relationship between English morphological awareness and vocabulary knowledge in the context of English as Foreign Language (EFL) for senior high school students in Indonesia. Measurements of learner vocabulary size and morphological awareness are obtained and then correlated to assess the degree to which knowledge of English morphological processes and structures can be systematically related to vocabulary knowledge. Based on the findings, the possible role that morphological awareness can play in second language (L2) vocabulary development is discussed.
Toward classroom-friendly models of motivation: A data-led investigation into student perceptions of motivating and demotivating classroom factors, and the relationship between student orientations and preferred classroom activities
This paper reports the results of a quantitative questionnaire study of 292 female Japanese university students. The questionnaire measured aspects of two areas connected to the field of second/foreign language (L2) motivation: 1) Integrativeness 2) The perceived importance – in terms of positive/negative effect on progress – of certain motivating/demotivating factors and class activities. The questionnaire design was based on the results of a preliminary, exploratory questionnaire, which is also presented here.
Policy and reality: The teaching of oral communication by Japanese teachers of English in public junior high schools in Kurashiki City, Japan
In 2003 the Ministry of Education, Culture, Sports, Science and Technology (MEXT) unveiled their new junior high school (JHS) English as a Foreign Language (EFL) policy, which focused strongly on oral communication. Although there is evidence of policy non- compliance in schools until now there has been no English language research on the attitudes or practices of Japanese teachers of English (JTEs), or the views of the students, and their parents in regards to teaching/learning English speaking skills.
AN IMPLEMENTATION STUDY OF THE ENGLISH AS A FOREIGN LANGUAGE CURRICULUM POLICIES IN THE CHINESE TERTIARY CONTEXT
This study explores the implementation of the mandatory national college English curriculum within a Chinese tertiary context. Using a mixed methods approach, I conducted the study by engaging three groups of participants. I interviewed four national policymakers in terms of syllabi, textbooks, and tests to identify the intended curriculum. I interviewed six departmental administrators to determine their perceptions of the national language policies and their roles in ensuring the implementation of these policies.
MODELS FOR EFL THEORY AND METHODOLOGY DERIVED FROM AN SiR-BASED PILOT STUDY ON JAPANESE COGNITIVE DEVELOPMENT
Do Japanese students have age-related trends in their self-organization and self-understanding development? What role does the Japanese culture play on the cognitive development of Japanese students? What can be done to better assist the English language learning of Japanese students?
PHONOLOGICAL CHARACTERISTICS OF FARSI SPEAKERS OF ENGLISH AND L1 AUSTRALIAN ENGLISH SPEAKERSâ€™ PERCEPTIONS OF PROFICIENCY
This study investigates the extent to which phonological characteristics of Farsi speakers of English interfere with their intelligibility when they interact with L1 Australian English speakers. Many students who are learning English within Iran, as well as Farsi speakers of English abroad, have difficulties in pronunciation that have an effect on their intelligibility when they interact with L1 English speakers. This study examines L1 Australian English speakersâ€™ perceptions of the effect of pronunciation on intelligibility of Farsi speakers of English.
This paper will explore which aspects of English language assessment could be said to have affected the teaching and learning that tool place within the context of an elementary grade EFl program, from the point of view of the different stakeholders involved. This paper presents, by way of a case study, an exploration of the effects of summative, formative, and criterion-based aspects of assessment and the impact that they had on the stakeholders in the EFL program.