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Reading Comprehension, And Attitude And Behaviour, Of Students Taught Esl By Cooperative Learning In Prathom (Grade)6 Classrooms In Thailand, Sutaporn Chayarathee
Reading Comprehension, And Attitude And Behaviour, Of Students Taught Esl By Cooperative Learning In Prathom (Grade)6 Classrooms In Thailand, Sutaporn Chayarathee
Theses: Doctorates and Masters
A system-wide educational change has been implemented in primary, secondary and tertiary education in Thailand. One major aspect of the change was the requirement for all students from grade I onwards to study English as a second language (ESL). The change requires new methods of teaching and learning, such as cooperative learning, to be introduced in Thai ESL classrooms. This study aims to determine if cooperative learning improves English reading comprehension, and attitude and behaviour to learning ESL, compared to a Thai communicative methodology. The study was conducted in three phases. Phase 1 involved creating a linear scale of English …
Boys' Perceptions And Experiences Of Their Placement In A Secondary School Remedial Program : An Examination Of Self-Esteem, Attitude, Motivation And Reading Achievement, Angela Milmoe
Theses: Doctorates and Masters
Remedial EngIish education has long focused on the development of students reading and writing skills, but research suggests that greater emphasis may need to be placed on affective factors such as self-esteem, motivation, attitude and perception. The influence of such 'non-cognitive' factors on any adolescent student's literacy development is often underestimated. For students experiencing difficulties in literacy, the interaction between perceived ability of degree of success in literacy and the affective factors often impact negatively on self-esteem, attitude and motivation. The relationship between self-esteem, attitude, perception, motivation and literacy needs to be explored, especially when dealing with students with literacy …
Target Language Avoidance By Thai Teachers Of English: Thai Teachers' Beliefs, Sasithorn Vacharaskunee
Target Language Avoidance By Thai Teachers Of English: Thai Teachers' Beliefs, Sasithorn Vacharaskunee
Theses: Doctorates and Masters
Interactionist theories of second language acquisition (SLA) claim that both comprehensible input and modified interaction in the target language are necessary for language learning. In the foreign language context, little opportunity exists for such input simply through exposure to the target language outside the classroom. Therefore, the quantity as well as quality of input within classrooms is especially important. However in spite of this fact many non-native teachers of second language, including English as a foreign language (EFL) teachers, tend to avoid using the target language in their classrooms. This has serious pedagogic implications. Thai teachers are typical of many …
Crosslinguistic Influence In The Speech Of Hungarian-English Bilinguals, Valerie Kollmann
Crosslinguistic Influence In The Speech Of Hungarian-English Bilinguals, Valerie Kollmann
Theses: Doctorates and Masters
The study is written in an attempt to report on factors that affect language transfer between Hungarian and English and on the extent 1.1 and 1.2 lexical elements are integrated into the speech in either language. An attempt is made to classify the functions of the integrated lexical elements. Furthermore, it is hypothesised that transfer could be interpreted as a production strategy. Data collection included a questionnaire and audio recording of interviews and observations of eleven bilingual participants involved in problem solving tasks.
Language Attitudes In Relation To Language Functions: An Investigation Of The Attitudes Of The Botswana Cambridge 'O' Level Senior Certificate (Cosc) Students, Joel M. Magogwe
Theses: Doctorates and Masters
This research study attempts to assess the language attitudes among Botswana Cambridge '0' level Senior Certificate (COSC) students in relation to the official functions of Setswana and English. The study assumes that: (1) there is a general positive attitude towards English and Setswana and that allows for bilingualism; (2) the students are instrumentally motivated to learn English because of the socio-economic gains associated with it; (3) the students are integratively motivated symbol of nationhood to learn Setswana because Setswana is a and attitudes among L2 learners political independence; (4) in Botswana arc influenced language by the functions the language is …