Education Commons^™

Inferring Word-Meaning, Morpheme-Based, And Word-Based Second Language Vocabulary Teaching Methodologies, Qingli Liu

Masters Theses

In this study, an experiment was conducted to compare the three teaching methods: the inferring word-meaning method, the morpheme-based teaching method, and the word-based teaching method. The results showed that students taught by the inferring word-meaning method outperformed both the students taught by the morpheme-based method and the word-based method in terms of word retention. The possible reason is that the inferring word-meaning section enabled students to pay attention to and spend more time on each word. On the other hand, the disadvantage of the inferring word-meaning method is that it might not be an efficient way to teach a …

An Investigation Of Native And Non-Native Chinese Language Teachers And Their Pedagogical Advantages, Thomas Burns

Masters Theses

The motivation for this thesis stems from my own personal decade long struggle learning Mandarin Chinese. The inherent difficulty of mastering this intricate language too often will leave students feeling bewildered, confused, frustrated, and even hopeless. Having walked down this path myself, I was inspired me to investigate how the Chinese language educational landscape could be improved. What are its shortcomings? What are its strengths? How can the journeys of future Chinese language learners be made easier?

The research investigates the ongoing discussion of native and non-native speaking teachers. Teacher surveys, student surveys, student classwork, and classroom observations are utilized …

Placement Of Ell Students In Writing Classrooms: Perceptions, Implications, And Suggestions, Soha Youssef

Masters Theses

This study is a mixed methods approach to exploring English Language Learners' (ELL) perceptions about their placement in either ESL sections of first-year composition courses at a two-year college or mainstreamed sections at a four-year college. After conducting case studies of five students in both types of programs and interviewing the directors of each program, it is evident that students' affects influence their perceptions about placement. This study suggests the need for ELL students' inclusion in their placement decisions.