Thesis
Verbs in the Written English of Chinese Learners: A Corpus-based Comparison between Non-native Speakers and Native Speakers
This thesis consists of ten chapters and its research methodology is a combination of quantitative and qualitative. Chapter One introduces the theme of the thesis, a demonstration of a corpus-based comparative approach in detecting the needs of the learners by looking for the similarities and disparities between the learner English (the COLEC corpus) and the NS English (the LOCNESS corpus). Chapter Two reviews the literature in relevant learner language studies and indicates the tasks of the research. The data and technology are introduced in Chapter Three.
Exploring the Role of Model Essays in the IELTS Writing Test: A Feedback Tool
A challenge for English teachers working on EAP or IELTS preparation courses is to find methods to teach essay-writing more efficiently and effectively. The purpose of this study is to explore the role of model texts (sample answers) as a source of feedback in L2 writing. Using the IELTS writing test as focus material, the study focuses on what aspects of language ESL learners may notice by comparing their original texts to model texts in order to improve their writing skills. After classifying the learners‟ noticing into four categories (lexical, form, discourse and content), the study analyses the differences in quality and quantity of noticing, depending on (1) learners‟ proficiency and (2) the type of writing tasks.
Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language
Feelings of anxiety, apprehension and nervousness are commonly expressed by second/foreign language learners in learning to speak a second/foreign language. These feelings are considered to exert a potentially negative and detrimental effect on communication in the target language. The use of modern communicative language teaching approaches in the language classrooms and the wide-spread use of English Language have increased the demand to learn good communication skills but existence of such feelings in the learners may prevent them from achieving the desired goal.
An Exploratory Study of the Interplay between Teachers’ Beliefs, Instructional Practices & Professional Development
Previous research has revealed the influential role of teachers’ beliefs in determining their professional behaviour. Teachers’ beliefs affect not only their teaching, but also filter new input, suggesting significant implications for the implementation of educational innovations and teacher development.
This study explores the interconnections between teachers’ beliefs, their instructional practices and professional development, examining the extent to which the introduction of an innovative teaching approach impacts teachers’ beliefs and behaviour. It focuses particularly on grammar instruction in the context of English teaching in secondary schools of the Maldives.
A NEEDS ANALYSIS OF PAKISTANI STATE BOARDING SCHOOLS SECONDARY LEVEL STUDENTS FOR ADOPTION OF COMMUNICATIVE LANGUAGE TEACHING
English language teaching has become very important because of the global status of English and people all over the world are learning this language. Communicative Language Teaching Methodology, being a modern and effective method of language teaching, has been implemented in many contexts of ESL/EFL teaching. This implementation has not been without problems in many Asian countries as CLT has been in clash with local cultures of learning. Pakistan is still following a traditional approach to English language teaching. This study was an effort to discover the learning needs of Pakistani state boarding schools students to assess the implementation of CLT in these schools at secondary level.
The Globalization of English: Its Impact on English Language Education in the Tertiary Education Sector in Taiwan
The overall agenda for the research reported here grew out of semi-structured interviews with senior educational managers from a tertiary educational institution in Taiwan. These managers raised a number of issues, including the changing profile of tertiary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the impact of the globalization of English, on the education sector.
The Theoretical Study of Motivational Transfer and Entertainment Use in Self-study CALL
This study is aimed at describing and interpreting the communication strategies (CS) used by speakers of English as an international lingua franca (EILF). The participants in the research were members of an EILF focus group that met once a week during the northern summer of 2006, near a university in Seoul, South Korea. The group included one Mongolian and five Korean university students.
The Theoretical Study of Motivational Transfer and Entertainment Use in Self-study CALL
This study investigates how best to integrate entertainment aspects into self-study CALL in order to improve L2 learners’ motivation both effectively and systematically. Three theoretical approaches will be taken to this research question: the synthesis of L2 motivation theories and classroom CALL studies addressing motivational transfer, the extension of classroom CALL application into self-study CALL, and the incorporation of motivational entertainment factors into self-study CALL motivating mechanisms.
