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Communication strategies in second language teacher talk with special reference to Iranian teachers of English. (BL: DXN068703)
Anani Sarab, M.R., 2003, B3g
Ph.D., Leeds, 53-10022
The focus of this study is the use of communication strategies in teacher talk in ESL/EFL classrooms. Communication strategies consist of adjustments made by speakers to the formulation of their talk in order to facilitate communication, and these are clearly a potentially important aspect of teacher talk. Limiting communication strategies to those adaptations evident in the details of the interaction, the study uses a mixed method design to investigates firstly the type and frequency of communication strategies and their patterns of relationship across teachers grouped in terms of language background and teaching institution; and secondly the type and frequency of strategy use in relation to the focus of talk across the different phases of a standard lesson. The participants were three native speaker and six non-native speaker teachers, across three different ESL/EFL instructional settings. The data consist of a total of twenty seven recordings, made up of three lessons with each teacher.
The study reports results from three phases of analysis. The categorisation phase leads to an operational definition of communication strategies which integrates conversational modifications with lexical-compensatory strategies. The quantification phase of the analysis shows that the two types of strategy occur with different frequencies and functions. No important differences were found between NS and NNS teachers. However, significant task-related differences were detected. Finally a case study of three teachers revealed a relationship between the focus of talk and the incidence of communication strategies across the phases of the analysed lesson. The implications of these results are firstly that communication strategies are indeed a central element of teacher talk; secondly, that lexical-compensatory strategies and meaning negotiation strategies both contribute significantly to the construct; thirdly, that their use is important for both native speaker and non-native speaker teachers; fourthly, that they are used with significantly different frequencies and functions; and finally, that their use is influenced by teaching focus and activity type. It is also likely to be affected by factors such as teaching style. The thesis argues that, on the basis of the findings, further research into the use of communication strategies in teacher talk could make a significant contribution to teacher education.
Teachers' awareness of lexical difficulty in ESL reading texts.
McNeill, A., 1999, B3g
Ph.D., Wales, Swansea, 49-5541
This research examines ESL teachers' awareness of lexical difficulty from the perspective of a language learner. Since most ESL teaching is text-based, it follows that teaching effectiveness is probably directly influenced by teachers' ability to identify the vocabulary context of texts which their learners actually find difficult. Two main research questions are addressed: (a) How good are teachers at tuning in to their students' difficulties with the vocabulary content of reading texts? and (b) What factors affect teachers' ability to identify vocabulary difficulty in reading texts? It is postulated that the ability to identify "difficult" words involved a number of factors, including a teacher's knowledge of the English lexical system, proficiency in English, approaches to teaching, teaching experience, as well as knowledge of their learners' background and previous learning. Another factor taken into account is whether a teacher is an English native speaker or a speaker of the learners' L1.
Nine experiments were carried out in order to try to isolate the effects of different factors upon teachers' ability to identify lexical difficulty. The experiments were conducted in Hong Kong and Beijing and involved mostly Chinese-speaking students and teachers. The results suggest that a wide range of ability exists among most groups of teachers in terms of their awareness of lexical difficulty. Teachers who speak the same L1 as their students generally find it easier to tune in to students' vocabulary difficulties than teachers who do not, and experienced, professionally trained teachers are generally more successful than inexperienced teachers at identifying vocabulary problems. However, large individual differences were found among all the groups of teachers who took part in the experiments. It is argued that awareness of the learning problems associated with individual lexical items should be regarded as part of a language teacher's overall language awareness.
Contrastive text linguistics and translation, with reference to Spanish and English.
Lewis, D., 1987, A7
M.A., Exeter, 38-109
There have been many theories of translation over the centuries, largely of a prescriptive nature, and these have as a rule been the work of practising translators and people of letters. Modern linguistics theory was, until the last decade or two, largely concerned with form and structure within the sentence, and it was theories resulting from this focus that were applied in contrastive analysis. The emphasis on scientific method within linguistics led to speculation that linguistic theory, if applied to translation, might produce a science of translation, since in principle the theory would account for every utterance in terms of its phonological or graphological, lexical, syntactic, semantic and pragmatic components. The recent widening of interest in discourse analysis, text variety and language use has implications for contrastive analysis and translation studies that have not yet been fully explored. Within the area of textual organization, textual cohesion and theme-rheme structure provide potentially useful frameworks within which to analyse features of text in different languages and to look at translation procedures. Theories of textual cohesion and theme-rheme structure are outlined and an attempt made to apply them to the description of translation texts. The theories are seen to need some modification to make them more useful as tools of contrastive textual analysis. The translation product is accessible to linguistic description and explanation, but, translation being an open process, linguistic theory cannot hope to provide an objective criterion against which to measure translation quality.
The notion of parallel text in the compilation of bilingual glossaries: Arabic rhetoric as a topic area.
Nassar, I., 1992, A7
M.Sc., Heriot-Watt, 42-138
In recent years, increased attention has been given to the need for contrastive analysis in applied linguistics. This is due to the rapid interest in the field of second language learning, translation, bilingualism and comparative discourse analysis. Contrastive textology (CT) in its numerous variant forms is a relatively new approach in applied linguistics which is aimed at combining two formerly distinct approaches to language research: contrastive analysis (CA) and discourse analysis (DA). In the mid-1960's contrastive analysis was concentrated on the formal grammatical level, so this led to general discontent about the existing linguistic theories. All this drove linguists to shift from conceiving syntax and the only domain of linguistics, to the linkage of linguistics with the social context in which language is embedded as well as with disciplines such as sociology and psychology. However, contrastive textology develops into a lively specialisation. Contrastive linguists realize that it was not sufficient to apply contrastive techniques at the grammatical level as it is not always probable to set up formal corespondence at certain levels between pairs of languages. In addition, we should bear in mind that contrastive analysis without being based on a text base will end up incomplete. Thus, it is now a fact that contrastive linguistics must be based on some theory and a model of linguistic description. Without such a basis we simply cannot compare or contrast languages in a systematic method.
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An analysis of the concept of lifelong education with special reference to curriculum development in adult education Ord, J., 1989, B3m
M.Ed., Liverpool, 39-5799
The thesis presented here has two related aims; firstly a detailed examination of the concept of lifelong education, and secondly, an analysis of the curriculum implications of the concept for adult learning. The former is reflected in a comprehensive review of the literature in Chapter 1, a comparative exercise addressing similar forms of education throughout life. The latter guides Chapters 2 and 3 which address the difficulties of curriculum definition and analysis in the education of adults, a critical consideration of a range of adult curriculum models and an attempt to specify a lifelong education curriculum. The methods of research are varied and include a detailed review of several bodies of literature; the development of a theoretical framework - an analytical tool - derived from a wide-ranging exploration of curriculum theory in adult learning; a field research activity - a `snapshot' investigation of a recently implemented system of community education in the County of Derbyshire - consisting of a series of face-to-face interviews, with a team of key personnel, based on a questionnaire used as an interview schedule; interviews were supplemented with a study of the programme literature offered at the key workers institutions (schools), thereby allowing a discrepancy analysis and also a comparative analysis since the categories used here were derived from nationally-based research in this field. The results of the work derive from a) the review of the literature and b) the field of research. The review of the literature indicates that the paradigmatic potentialities of lifelong education, often extolled by its UNESCO advocates, are pitched at such a level of abstraction and universality that they hinder the more mundane process of implementation and, confusingly, allow the accommodation of quite different practices carried on in the name of lifelong education. Moreover the concept has in recent years arrived at something of a hiatus in its development. Increasingly, in the United Kingdom, the promotion of education throughout life is represented in the more vocational concept of continuing education rather than lifelong education. The field research is based upon a degree of equivalence between lifelong and community education, a necessity deriving from the non-implementation of lifelong education, as such, in the U.K. The results, therefore, though they apply directly to community education, have implications for lifelong education. a) Curriculum concerns hardly register as a priority at all in community education. b) The learning emphasis in community education centres on the individual and includes group activities. The basis of the learning is on relationships and personal growth and development rather than an emphasis on content. There is virtually no impact on the school curriculum as a result of the community education initiative. c) The programme offered matches to a significant degree the `core curriculum' noted by Mee & Wiltshire and suggests that a provider's model of provision operates i.e. that the school-based provision is a `created' demand rather than a response to the community. d) The `community' is conceived in more rhetorical than practical terms and, although recognised professionally as a source of justification and approval, it figures only marginally in the determination of the provision offered.
Perception and use of the resource centres in teaching and learning in the Malaysian teacher training colleagues.
Mustaffa, S., 2003, A1
Ph.D., Sheffield, 55-8
The aim of this study is to investigate the contribution of resource centre or library in teaching and learning in Malaysian teacher training colleges. This aim is pursued by examining the perceptions of college lecturers, student teachers and specialist teachers on the concept of resource centre, it importance and how they utilised it for the purpose of teaching and learning. A combination of qualitative and quantitative research methods was used. These were interviews, questionnaires and document analysis. Difference sets of interviews and same sets of questionnaires were used with all three groups of participants. Data from the librarian was obtained from interviews and related documents.
This thesis consists of the three parts. Part One (Chapters 1 to 4) deals with the literature on library usage, user studies and resource-based learning practice all over the world. Part Two (Chapters 5 to 9) describes the research methodology of the study and examines the way in which pre-service teacher education in Malaysia make use of the RCs facilities and develops independent study or resource-based learning skills during their initial training. Part Three (Chapter 10-11) discusses general findings of the study and offers some recommendations for improving the pre-service teacher programme so as to successfully nurture resource-based learning and resource centre usage in the teacher training colleges. Briefly, these are to: i) develop a programme to simulate an attitude of independence learners and lifelong learning among the student teachers; ii) ensure that present teacher training curricula on information skills, flexible methods of teaching, ‘KKB” or student assignments or research projects are geared more explicitly to inculcate resource-based learning; iii) encourage college lecturers and specialist teachers to be lifelong learners; iv) ensure active involvement of the librarian in teaching and learning (strengthening the triadic relationship among student, lecturer and librarian); v) provide wider scope and format of resource provisions; vi) provide effective selection tools; and vii) promote and develop information skills across the curriculum.
In general, this research indicates the Malaysian pre-service teacher education programmes would more effectively promote resource-based learning and effective use of the resource centre usage in teaching or learning if various aspects work in a more integrated way. These aspects are: the Teacher Education Division (which acts as a source of directives, allocation and supervision); the colleges (which provide an environment to instill relevant knowledge, skills and attitudes); college lecturers and teachers (who mediate the resource-based learning or independent learning processes); student teachers (who are supposed to have positive attitudes toward learning); librarians (who are actively involved in learning and teaching, organise materials and teach student and lecturers how to locate the use the resources); and the relevance of RC in the teaching and learning (which locate appropriate and adequate materials). It is necessary for all of these aspects to compliment and supplement each other if the aim of nurturing resource-based learning and maximum use of the resource centre by Malaysian student teachers are to be successfully achieved.
An investigation into teachers’ perceptions of online learning at an English Further Education college.
Rathe, D.J., 2004, B3m
Ed.D., Open University, 54-12878
The case study research investigated two aspects of online learning in a further education college. It was based on two key research questions: 1. Do the teachers in the college believe that development of online learning improves the teaching and learning process? 2. What are the main barriers that the teachers in the college believe are inhibiting the development of online learning?
Through the literature review, beneficial and detrimental effects of online learning development, and barriers to successful development were identified. Through a questionnaire, the views of teachers in the further education college on these effects and barriers were sought. Teachers were also interviewed to independently identify barriers to the development of online learning. From the collapse data and the evidence from the literature, conclusions were drawn.
The principal conclusion is that most of the college teachers believe that online learning development can improve the teaching and learning process if the identified barriers are successfully removed. In view of the current under-use of online learning in the college, which reflects the national under-use of online learning in the secondary and further education sectors, this is a very important conclusion. It shows that teachers in the college are not using online learning because of any concerns about its detrimental effects on teaching and learning but because there are barriers preventing them using online learning.
Teachers identified a lack of time to develop online learning as the main barrier to its adoption. Teachers also believe that staff development, focusing on the use of online learning to teach their own subjects, is critical. Poor access to online learning hardware was also identified as a significant barrier by the teachers, who agree that learning would improve if learning opportunities, including online, and resources were gathered together in curriculum-focused centres, supported by an adequate number of technicians. An inexperienced learner will, the teachers believe, need support as online learning requires students to acquire learning skills instead of passively learning in classrooms. In particular, students will need to acquire new skills to be able to locate, select, assess and convert information from online sources into relevant knowledge and understanding. Teachers will need to support students in this process. They will also need to be gatekeepers of the quality and relevance of online information accessed by students. Actions to remove the barriers are proposed. Further research on whether online learning improves student achievement is suggested.
Teachers’ conceptions of, and approaches to, teaching and learning using communication and information technologies. (BL: DXN065407)
Roberts, G., 2001, B3m
Ph.D., Lancaster, 53-3151
An exploration of teachers’ conceptions of and approaches to teaching using C&ITs was undertaken in a modern Scottish university in 2000-01. Data was generated using a mixed methodology.
Firstly, a survey of all teachers in the university was undertaken and from the representative sample achieved, the incidence, type and purpose of use of C&ITs for teaching was identified. Using Mayes’ learning cycle (1997) as the framework for analysis most teachers were found to use primary courseware for the ‘conceptualisation’ stage of the learning cycle. There was limited use of secondary courseware for the ‘construction’ stage of the learning cycle while the ‘dialogue’ stage was least evident. It was found that it is how C&ITs are used rather than the C&ITs themselves that are more important in mapping the use of C&ITs to Mayes’ learning cycle.
Secondly, using a phenomenographic approach, free flowing interview discussions were undertaken with 17 university teachers in the Business School who represented a cross section of academic staff in terms of demographics, subject area, post held and level of use of C&ITs for teaching. Using Kember’s (1997) five-category model of conceptions of teaching all teachers were analysed and their orientations to and conceptions of teaching were identified. Following this, 7 teachers were selected as representing a cross section of conceptions of teaching and levels of use of C&ITs for teaching for detailed analysis of their approaches to and conceptions of teaching using C&ITs. Finally two focus group discussions with two different teaching teams piloting the use of a managed learning environment were undertaken to explore further the contextual aspects of teaching using C&ITs. Teachers’ conceptions of teaching did appear to be reflected in their conceptions of teaching using C&ITs but there was some evidence of C&ITs being barriers or enablers influencing teachers’ approaches to and conceptions of using C&ITs for teaching.
The role of attitudes and motivation in teaching and learning foreign languages: a theoretical and empirical investigation into the teaching and learning of English in Iraqi preparatory schools
Ahmad, H.A., 1989, B3b
Ph.D., Stirling, 40-5069
Attitude and motivation, two central concepts in the domain of educational psychology, have not been attended to as required in the literature on English language teaching and learning in Iraq. Consequently, the current study aims at launching a theoretical and empirical investigation into the role of both concepts in bringing about the current discouraging situation of teaching and learning English as a foreign language in Iraq. The theoretical part of the work subsumes the first four chapters. Chapter One is the introduction where the problem to be investigated, the hypotheses, the aims of the research, and the reasons behind the choice of this topic for research have been stated. Chapter Two describes the educational system and the current situation of English language teaching and learning in Iraq. Worth mentioning in this respect are the different pre- and in-service training establishments, English textbooks and tests, and the supervision of teachers of English. Chapter Three is on attitude. The concept has been initially considered from a purely psychological viewpoint with focus on the historical review of attitude development, definition, basic components, main characteristics, formation, and change. Attitude in education forms a second point of departure with emphasis being laid on the role of the concept in teaching and learning foreign languages. Chapter Three ends with attitude measurement. Motivation, the topic of study of Chapter Four, is tackled in terms of its historical development, definition, and different theories. Reference is also made to the role of motivation in education in general, and in foreign language teaching and learning in particular. Accordingly, types of motivation, factors affecting pupils' and teachers' motivation, and teachers' role in motivating pupils form main subjects of discussion. Chapter Four ends with two sections; the first of which tackles the facets of difference between attitude and motivation, while the second deals with the differences between interest on the one hand, and attitude and motivation on the other. Chapter Five is on the method of research adopted to gather the data for the current study. It also contains the analysis of the Pupils' and Teachers' Attitudes and Motivation Questionnaires. Finally, some general remarks about the empirical part of the work are also made. Chapter Six presents the statistical analysis and survey results. It also contains some hypotheses on pupils' and teachers' attitudes and motivation. There is further analysis of some responses made by pupils and teachers which could not be hypothesized. This chapter ends with the analysis of headteachers' and supervisors' perceptions of English language teaching and learning in Iraq. The final chapter titled `conclusion' contains the general conclusions arrived at by the researcher, followed by some implications for future work. (D78083)
An anatomy of peer learning: an examination of the implementation, operation and significance of peer support at Newham College of Further Education (BL)
Ashwin, P.W.H., 2000, B3m
Ph.D., London, University College, 50-2904
The research contained in this PhD examines peer learning at Newham College of Further Education.
The implementation of peer learning in the college is examined. It is demonstrated how a more successful approach to implementing peer learning was developed by involving managers, teachers and students in designing their own schemes of peer learning.
A case study of the two peer learning schemes is described. It is shown that both schemes significantly improved students' academic performance when prior academic performance and approaches to studying were controlled for. However, despite having similar structures, the schemes appealed to different kinds of students. This illustrated how peer learning schemes are affected by the contexts in which they operate and the need to research them with reference to this context.
It is demonstrated how peer learning both reflected and challenged traditional divisions of teaching and learning. It reflected these divisions in two ways. The peer facilitators' teaching role and the learning role of the students facilitated were reflected in the different ways their involvement in peer learning affected their approaches to studying. Also, people's views of peer learning reflected their views of teaching and learning more generally. However, the peer facilitators, by learning as they taught, began to see the role of learners as involving elements that previously they had seen as the preserve of teachers. The implications of these findings for approaches to teaching and learning are explored.
In conclusion, it is argued that peer learning schemes need to be viewed within the wider context of teaching and learning. As such, they are part of the tools that teachers and learners can use to support their work, rather than being a magical cure for poor levels of retention and achievement.
Curriculum design in higher education using a learning outcome-led model: its influence on how students perceive learning (BL)
Allan, J., 1997, B3m
Ph.D., Wolverhampton, 46-12445
An innovative model of learning outcome-led design is proposed, implemented and modified as a result of the research. The learner is placed at the centre of the learning experience which is defined as incorporating three domains: the teaching context; the assessment regime; and the directed learning undertaken by students outside of taught sessions. The model incorporates a trichotomy of outcomes which define the subject-specific, the transferable skills and the generic academic outcomes which influence directly both the content and process of learning, and which successful students are expected to achieve on completion of a module. The findings show that four design features influence how students perceive learning: the clarity of expectations; congruence between the content and process of each domain of the learning experience; direction in respect to the learning activities which should be undertaken in each domain to achieve the outcomes; and the content and process of the teaching context. The data suggest that a much higher profile should be given to metacognitive skills in curriculum development in HE because how students perceive both the process and the content of learning profoundly influences their conception of learning and, consistent with the underpinning theory, how they approach learning and therefore ultimately the kind of outcomes they achieve.
The findings relating to students' conceptions of learning show that the study of outcome-led modules has resulted in a much greater degree of congruence between how lecturers and students perceive learning in a given module and that fewer students studying outcome-led modules hold a quantitative conception of learning. This suggests that the outcome-led model does have the potential to improve teaching and learning and consequently that there is an educational rationale for curriculum development premised on this model.
Developing and investigating a thinking skills approach to teaching and learning ( the double helix of learning).
Kadir, C.M., 2003, B3g
Ed.D., Sussex, 53-12579
The research has a dual purpose:
1. to make changes to current practice in order to enhance children’s learning potential;
2. to develop teachers’ own skills of critical and reflective thinking about classroom practice, through action research.
These two issues form the core of the thesis. I argue that the aims of the research were achieved within the limited framework adopted.
The research questions related to the two main issues are:
1. What effect does the development work have on pupils’ learning?
2. Is there conflict between the development work and externally set accountability criteria?
3. Is there tangible evidence of pupils’ and teachers’ ability to reflect on their own learning?
It is argued in the thesis that despite our growing understanding and a massive research base to inform policy makers, government and successive secretaries of state for education, there appears to be a lack of understanding about learning and pedagogy from the decision makers. As a result, teaching is informed through prescribed methodologies, dictated to teachers and, via them, to pupils.
One of the aims of the project was for those involved to gain a better understanding about children’s learning and the potential for developing their cognitive and metacognitive skills by providing an authentic learning environment with different learning paths and ways to communicate learning. What the case study teachers and I as the researcher were engaged in was creating complementary paths to a different educational goal, involving both pupil and professional learning. The thesis argues that by extending contemporary models of action research by interlinking the dual action sets of pupil and teacher learning, it was possible to create a situation of dynamic feedback, enabling both pupils and teachers to reflect on a make explicit their own learning. Pupils and teachers drew on and contributed to socially constituted conventions, knowledge and ways of knowing.
Based on this research, it is argued that it is possible to put into place a curriculum, pedagogy and assessment framework that enhances pupils’ learning and teachers’ professional development through engagement with projects such as this, that is, projects that align research ideas with practice using the lens of action research principles to evaluate and develop existing practice.
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A study of teaching and learning in computer education: designing an introductory programming course to foster understanding, problem solving, higher order thinking and metacognition (BL)
Kirkwood, M.J., 1998, B3g
Ph.D., Glasgow, 48-2906
This thesis describes the design, implementation and evaluation of a combined learning and research environment for fourteen to sixteen year olds who are learning computer programming at an introductory level as part of an examinable (Scottish Standard Grade) course. The learning environment is designed to foster understanding and the development of pupils' problem solving, higher order thinking and metacognitive skills. It provides an example of how thinking skills can be embedded in academic disciplines (Resnick, 1987) and of how strategies of learning can be acquired in a real context (Nisbet and Shucksmith, 1986).
The teaching method is based upon the following elements: the gradual and systematic introduction of elementary programming concepts, principles and standard techniques; direct teaching on problem solving strategies; modelling of solution processes; on-going formative assessment; and developing metacognition through processes of reflection, articulation and exploration. The interplay between these aspects is analysed to gain a better understanding of how they operate together to promote learning and transfer.
The learning resources were developed within a four-year curriculum development project, the University of Strathclyde and Lanark Division Programming Project, which forms an important part of the background to this research. The resources adopt a problem-based methodology and support pupils to work at their own pace.
The research design places an in-depth focus on one class of twenty pupils (the case study class) from September 1993 - March 1995 as they are learning to program. The sources of evidence are class records on progress and attainment, folders of work, assessment portfolios, pupil questionnaires and interviews, written reviews, and my informal observations and interactions with participants. Evidence on near transfer is sought through examining pupils' performances on computer problem solving using a spreadsheet, an authentic context. Quantitative and qualitative data analysis methods are combined to identify general trends and individual differences in learners across a range of dimensions.
The findings indicate that the majority of pupils developed a sound knowledge base of programming concepts, principles and techniques which they were able to bring to bear on a range of problems. The problems required the integrated application of a wide range of higher order thinking skills and the application of a systematic solution strategy. Therefore it can be concluded that the method of teaching programming is sound. The majority of pupils could also reflect insightfully on problem solving processes within and beyond programming, and near transfer was demonstrated in all but a few cases. The learning environment enabled pupils to be very self-directed and to gain better insights into their own learning and thinking processes. Affective responses to learning to program and to the learning environment were generally very positive. However wide differences in progress rates emerged, and a few of the boys responded rather negatively to the course.
Working reflectively with clients: a new teaching and learning model for professional training in the area of learning disabilities.
Redmond, B., 2000, B5c
Ph.D., University College, Dublin, 50-12843
Parents of children with disability frequently report difficulties in being understood and appreciated by the professionals whom they encounter. This thesis aims to explore the relationship between professionals and such parents and to design a new, reflective method of working with professionals to help them better appreciate the viewpoint of parents with whom they work. At the core of the research is the design and implementation of a new reflective model of teaching and learning used with a multi-disciplinary group of professionals in a practicum - a university-based learning environment that explores aspects of both theory and practice. This reflective teaching and learning model has been designed to encourage professionals to explore their existing perspectives of parents and, by doing so, to be helped to develop more composite, multi-dimensional perspectives of these clients. These perspectives then become the basis upon which professionals can attempt new, more reflective approaches in their work with clients. The model also allows for the support and evaluation of such new approaches. Ultimately the model aims at helping professionals to develop an increasingly reflective practice that will lead to more considered flexible and more productive work with clients.
The study begins with an in-depth exploration of professional attitudes to those with learning disability and their families using a historical perspective from medieval times to the present day. The study also examines the concept of reflection, which informs the researcher's design of the study's new model of professional teaching and learning. Through the model professionals, from different backgrounds (including nursing, psychology, medicine and social work) initially examine their existing perceptions of parents with whom they work. Through increasingly complex teaching and learning approaches within the reflective model the professionals are encouraged to re-examine some of these perspectives and to explore and critically analyse more reflective, responsive ways of working with parents.
The dynamics of learning, teaching and assessment: a study of innovative practice at undergraduate level.
Youngman, A., 1999, B3m
Ph.D., Nottingham Trent, 49-448
The present study aimed to make a useful contribution to the understanding of the complex dynamics of learning, teaching and assessment, with particular reference to innovative practice. The context chosen was the changing higher education environment and the focus was a new undergraduate course which represented a novel concept in curriculum design.
The research embraced several different but connected themes - students' approaches to learning and the applicability of the work of John Biggs; the efficacy of innovative practice in higher education; the appropriateness of 'mixed methods' research. The main objectives were: to explore the use of innovative practice and its effectiveness, especially in promising 'deep' learning; to discover if students were changing their approaches to learning; to examine the relationships between students' approaches to learning and their perceptions of their course; to detect factors impacting on the learning process.
The study found that the undergraduates adopted varying approaches to learning. They were reluctant to change their approaches and the results provided further evidence that 'deep' learning is difficult to promote. The students reacted very differently to innovative learning, teaching and assessment practices and to a skills-based, outcomes-led course. The findings indicated that departmental, institutional and extraneous factors were impacting on student learning.
By employing 'mixed methods' it was possible to conduct a thorough programme of research. The work of John Biggs and the utilisation of a framework based on 'systems thinking' helped in unravelling the complexities of the higher education learning environment. The implications for educational practice and further research were discussed.
The teaching of Arabic in the Faculty of Islamic Studies in the National University of Malaysia.
Hj. Ismail, A.R.B., 1993, B3m
Ph.D., Salford, 43-5471
This study is concerned with the teaching and learning of Arabic as a second or a foreign languge in Malaysia in general and in the Faculty of Islamic Studies of the National University of Malaysia in particular. Its main purpose is to evaluate the existing Arabic program in the Faculty, and to provide some suggestions for its improvement.
This thesis is divided into seven chapters. Chapter one provides some background to the teaching and learning of Arabic in Malaysia. The historical development of religious teaching and learning institutions in Malaysia, and the teaching and learning of Arabic in the existing Arabic and religious institutions in Malaysia are discussed. In addition, this first chapter also discusses the role and the status of Arabic in Malaysia in order to lay the ground for understanding the actual needs for Arabic in Malaysia.
Chapters two and three are concerned with the review of the literature in second and foreign language program design. They discuss the factors involved in SL teaching and learning, the general framework to be used in designing SL program, methods and approaches for specifying goals and objectives for such program, and the syllabuses and teaching methodologies for SL teaching and learning. At the end of chapter three, general criteria for the design and evaluation of Arabic programs are described.
Chapter four is concerned with the teaching and learning of Arabic to non-native speakers. It focuses on the historical development in TASL, issues and problems in TASL, and the teaching and learning of Arabic in the Faculty of Islamic Studies. In addition, this chapter defines the research problem, scope of the study, hypothesis, and the research methods followed.
Improving the teaching and learning of English in Zambian secondary schools: teachers’ and pupils’ perspectives. (BL)
Chanda, C., 2004, B3d
Ph.D., Cambridge, 53-7884
This study aims to investigate how the teaching and learning of Zambian secondary English can be improved despite the economic and material constraints experienced in schools in Zambia. The study takes its starting point from previous research and commentaries concerned with the constraints and performance of Zambian schooling over the last two decades. It examines this research and writing critically and concludes that two widely accepted theses are broadly correct. First, the poor state of Zambian schooling is primarily due to the poor resourcing of it by the national government, which in turn is a consequence of the poor state of the national economy and of policies pursued under pressure from international financial agencies. Second, both national needs and educational logic strongly suggest that Zambian schooling should be improved from the bottom up, that is, with priority initially being given to universal basic education and only subsequently to the further development of secondary and tertiary education.
In order to give it sharpness of focus, the study concentrates on the teaching and learning of English in Zambian secondary schools. As the main language of government, commerce and education in Zambia, but as the first language of only a small minority of students, English is both a key subject and a very challenging one for Zambian secondary schools. A wide-ranging review of literature is undertaken to establish a tentative best understanding of what good practice in the teaching and learning of English in Zambian secondary schools might be if there were no severe financial constraints. That understanding is used as an initial framework for the empirical study. In unravelling the circumstances that lead to poor outcomes, the thesis provides evidence of the current nature of teaching and learning processes in English lessons and constraints that teachers and pupils experience.
It is argued that it is primarily through exploring teachers’ and students’ perspectives that useful insights can be gained into both current practice and effective practice in the distinctive Zambian context in the teaching and learning of English, into constraints which limit the effectiveness of current practice, and into the most important ways in which practice might be improved.
The process of interaction between translator and text: an empirical case study in English and Arabic.
Al-Hamdi, A., 1991, A7
M.Sc., Heriot-Watt, 41-6731
This is a practical study which involves an experiment to explore the translation processes that take place in the mind of the translator when approaching a text with translation problems. It also considers the strategies the translator employs to solve such translation problems. The main areas covered by this study are firstly, the analysis of the text at syntactic, semantic and pragmatic levels for the purpose of understanding the meaning in the source text, and secondly, the processes of restructuring the text in the target language in an attempt to present the meaning of the original (problem-solving strategies). The study will consider the various attempts of several translators to solve the same translation problem and the best solution to the problem. The study also considers those attempts that were not completely successful but appear to be on the right track in finding a reasonable solution to the problem. The study will make use of the literature and research in disciplines such as psycholinguistics, translation and interpretation processes, discourse analysis, text processing, text types, natural language processing, machine translation and computational linguistics. The study aims at structuring modules of human translation that could be used in designing a machine translation system. By modules I mean the processes of analysis of the source text and the strategies of restructuring the target text.Experiment: The experiment involves translation of text with translation problems such as passive (syntactic), semantic, sentence relations (connectivity), indirect speech etc. The subjects of the experiment are professional translators and two non professional translators who are on an MSc translation course and are aware of such translation problems. The experiment is expected to show the method analysis of the text that enables each subject to figure out the problem and the strategies he comes up with to solve the translation problem. The subjects were asked later to answer questions about the text they had translated in the form of a questionnaire. Questions were targeted at testing comprehension and production of target text. Not many useful answers were given that could be considered as good indications of the translation process in the subject's mind. But with the brief comments I got from answers to the questionnaire and through the study of translation itself, I was able to find a track of the process of translation in solving certain translation problems in the text. The performances were categorized in terms of crude translation, better translation and best translation. This categorization is also followed for each individual translation problem.
Advertising in translation: the translation of cosmetics and perfume advertisements into Portuguese.
Tuna, S.de J.M.G., 2004, A7
Ph.D., Warwick, 54-7511
Cross-cultural communication has acquired particular significance in contemporary societies, where the world-wide traffic of people, goods and ideas, which has impacted upon social and cultural values, raises debates over globalisation issues. Translation plays a crucial role in these interchanges, be mediating the socio-cultural contacts between different language communities.
The present study aims to look into translation of advertisements that cross borders, and that are part of the cross-cultural flow. It will attempt to describe and discuss the translation strategies employed in the translation of perfume and cosmetics print advertisements into Portuguese. For this purpose, a selection of English and Portuguese advertisements of the major brands of these products has been made, so as to (a) outline the main translation approaches adopted in the translation into Portuguese, (b) to compare them to the major approaches adopted in English advertisements of the same type, (c) discuss major issues in translation studies raised by the specificity of international advertising, and (d) infer some of the (cultural) factors conditioning these options.
This analysis will consider the different constitutive dimensions of these multi-modal messages, namely pictorial and verbal elements, the combination of which is believed to influence the translational approaches and processes. This study also seeks to demonstrate that discursive features and translation strategies are connected with the societies they are part of and hence both affect and reflect the existing cultural conditions and power relations. This view of discursive practices, particularly translation, as part of the wide cultural system, has required an approach that draws on different disciplines, namely discourse and semiotic analysis, media studies in advertising and international marketing, as well as studies in translation.
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Continuous assessment in post-secondary teacher training in Ghana: a case study evaluation (BL)
Akyeampong, A.K., 1997, B3f
Ph.D., Nottingham, 47-3144
The importance of and preference for assessing learning outcomes using a variety of assessment techniques and containing data from many sources, rather than the sole dependence on the one-shot examination, has long been recognised worldwide. This has led to major assessment policy changes in both developed and developing countries. In Ghana, this change has led to the introduction of continuous assessment at all levels of secondary schooling and post-secondary teacher training, to operate in parallel with external examinations. Although in Ghana evaluation studies of continuous assessment have been conducted for the secondary school level, none has so far been done for the post-secondary teacher training level.
The purpose of this research was therefore, to examine the nature and scope of activities and problems that have to do with the practice of continuous assessment at the post-secondary teacher training level in Ghana. The research also examined the training and guidance provided for those undertaking continuous assessment, and the impact of the new assessments upon teaching and learning.
A qualitative case study was conducted in three selected training colleges from the months, February to March of 1996 and January of 1997. The selected colleges were considered to be a fair representation of the teacher training college system in Ghana. The field research also included interviews with key officials associated with the post-secondary teacher training system. Findings from the multi-site case study evidence were presented and analysed for their significance.
The findings of the research suggest that, many problems continue to threaten the benefits derivable from using continuous assessment in assessing students in the training colleges. The key findings that emerged as significant include: operational and structural conditions in the colleges, professional support systems for tutors to carry out continuous assessment, tutor competency in assessment and considerations rooted in the values and beliefs of tutors about assessment which define their assessment culture and agenda.
Evidence from those findings was then used as a basis for conclusions about improving continuous assessment in post-secondary teacher training, in Ghana. Recommendations for policy implementation and potential areas for further research were also made.
Process in EFL teacher training
Woodward, T.R., 1990, B3f
M.Phil., Exeter, 40-2864
Chapter One sets forth the aims of the investigation and details both the reasons for and the advantages of it. The main question is whether there has been much attention given to the process of EFL teacher training and, if not, what can be done about this. Chapter Two sets out to find mention of the key elements in EFL teacher training in the literature and to discover what assumptions or biases might lie behind their definitions. Once the key elements have been sought out, the literature is again searched for mention of their combination or the effect they might have on each other. Chapter Three reports on a survey of teacher training manuals, article collections, conference prsentations and papers, carried out in order to discover how much mention of teacher training process is made within these sources. Chapter Four sets out the writer's own definitions of the key elements of EFL teacher training made in the light of the literature investigated so far. In this chapter, too, the main assumptions behind the present study are detailed so that the focus of the study is made clear and the hypotheses behind it made overt. Chapter Five provides an outline of the way the enquiry was conducted. The main endeavour was to collect a large number of process options. There is debate on whether the collection should be organised in some way. The limitations of the design of the enquiry are mentioned too. Chapter Six lays out the results of the enquiry. The collection of process options is listed briefly so that the reader may gain an overview of them. The result of the enquiry was not only a physical resource, but involved the consideration of how best to name, categorise, sequence and present the ideas collected. Alternative classifications and entry formats are presented with discussion of their advantages, disadvantages and assumptions. Chapter Seven deals with the possible uses of the resource produced by trainers, trainees and trainer trainers working alone or in groups. Most of the ideas for use of the resource involve identifying or raising awareness of what users know already, as well as of what is new to them. It represents an attempt to combine the known with the new and thus reflects the approach to the definition of key terms in Chapter Four. Chapter Eight summarises the conclusions from the survey of the literature and from the enquiry and offers suggestions for future research into the issue of teacher training process. Appendix One contains some sample pages from Wingate (1987) to provide the reader with an example of an interactive book. Appendix Two contains brief descriptions of all the process options gathered during the enquiry save for those described within the body of the dissertation.
Contemporary initial teacher training reforms in Egypt: a comparative and historical perspective. (BL: DXN069894)
Ghany, N.A., 2003, B3f
Ph.D., Sheffield, 53-10017
This thesis investigates contemporary initial teacher training reforms in Egypt within a comparative and historical context. It pays close attention to the division between primary and secondary teachers as this is located at the heart of reform processes. To achieve this, it reflects on the experience of England, France and the United States, to identify lessons learned in teacher training reform that could be applied or avoided in order to enhance initial teacher education in Egypt. The thesis reviews reform efforts based on policy decisions and educational practices that have taken place in initial teacher training in Egypt, in particular contemporary changes. It examines the nature of these reforms and how far they have been successful in achieving then: aims. It also interprets these changes more fully by listening to the voices of those involved in the system.
The comparative and historical analysis of reform processes in teacher training in the case studies and Egypt has shown a common pattern of restructuring rather than values and principles. In particular, Egypt has shown an interest in reforming initial teacher education that bears comparison with the reform experience that has been carried out in England, France and the United States.
Structural aspects of the system of teacher education are usually taken as an indicator of the success of the policy and practice of teacher education. This thesis suggests that more attention should be given to the underlying values and principles of initial teacher education in Egypt rather than only the structural aspects of the system. A social reconstructionist approach to teacher education may help to promote a better future for teachers in Egypt.
Student study approach preferences and motivation in teacher training in Malaysia.
Hamdan, A.R., 2004, B3f
Ph.D., Surrey, 54-10171
The purpose of the study was to explore how the students’ study approach preferences and levels of motivation in teacher training differed between traditional [pre-service teacher] and non-traditional [in-service teacher] student teachers and to investigate how these factors might influence their academic performance (dependent variable). Apart from the two factors above, the students’ characteristics and entry skill qualifications were used as the independent variables in this study. There were two stages in this study. First, the development of culturally appropriates instrumentation and the pilot study to test the instruments for a final questionnaire. Second, the research used the ex-post factor design involving two strands of surveys: a student data survey using questionnaires, and interviews with students and educators. In the first strand, the study examined the students’ characteristics, entry qualification skills, study approach preferences, levels of motivation, and the academic performance of 100 students entering the course with traditional and non-traditional modes of entrance. The second strand involved interviewing the selected students based on the results of data analysis and educators that teach the students to explore their perceptions of the variables above.
Descriptive statistics, t-tests, correlation analysis, and regression analysis are used to analyse the data. The triangulation method was used to interpret the results of the interviewing analysis in support of the results of the data analysis. Generally, at the 0.05 significance level, the results show that there is a difference between the two groups of students (traditional and non-traditional) for all of the variables. The results of the exploratory correlation analysis at the 0.10 significance level, show that for traditional students, only mathematics has a strong relation with academic performance. However, through step-wise regression, it is identified that mathematics, Malay language, and surface approach were the possible influences on academic performance and this was represented by a diagrammatic picture. For non-traditional students, the results show that deep approach, surface approach, experience/time away from study and intrinsic motivation have a significant correlation to academic performance. However, using stepwise regression, it is interesting to see the deep approach to study and experience/time away from study were the better predictors of academic performance, and this is represented by a diagrammatic picture an a multiple regression plane. It was also interesting to discover that the independent variables for each group were significantly correlated.
In conclusion, the results showed that the two groups were different to each other in their study approaches, levels of motivation, characteristics, and entry skill qualifications and in the predictor that might be the influential factor on their academic performance, which was also supported by the interview findings. Some suggestions were proposed for the institutions, educators and the students themselves to help nurture the preparation for high quality, competent teachers. The outcomes of this study should lead to the enhancement of a teacher education programmes in higher education.
An exploration into students’ and teachers’ attitudes towards self-access and learning autonomy and the impact of teacher training in developing the teachers’ understanding of autonomy.
Cلrdenas, M.A.F., 2004, B3d
Ph.D., Manchester, 54-5351
This thesis explores the attitudes of students and teachers towards self-access centres and autonomous learning in the State University of Nuevo Leon, Mexico. It describes a three stage Action Research project, each stage including a cycle of planning, acting, observing and reflecting.
The first stage asks how successful teachers in the university are at promoting learning autonomy in language learning. By means of a qualitative analysis of students’ accounts of their own experiences in a programme that includes classroom and self-access learning, it is revealed that learners’ beliefs and attitudes range from teacher-centredness to learner-centredness.
The second stage asks how we can improve our learner training to help our learners develop more consistently. By means of a qualitative analysis of teachers’ discourse as the work on re-designing a learner training programme the study elicits the main characteristics for learner training from the teachers’ point of view. It shows how failing to implement from the bottom up, reduces the effectiveness of teachers’ attempts to implement learner autonomy in a Higher Education Institution.
The final stage tries to answer three general research questions: what are teachers’ beliefs and attitudes towards autonomous learning and self-access centres; do teachers’ beliefs and attitudes help of hinder learning autonomy? and, do teacher training courses have an impact on these attitudes? A teacher training course, based on the principles of learning autonomy and the person-centred approach, is operationalised and its impact is assessed by means of a quantitative technique (Q-methodology) in combination with qualitative data analysis. By comparing attitudes of teachers before and after the course, it shows that some teachers’ beliefs foster the development of learning autonomy, while other hinder it. however, the course does influence the teachers’ beliefs towards favouring learner-centredness and learning autonomy.
Pre-service and in-service primary teacher training in Jordan: with special reference to the teaching skills and training/teaching methods. (BL: DXN055009)
Momany, M.A., 2002, B3d
Ph.D., Huddersfield, 52-5799
The effectiveness of Primary Teacher Training programmes in Jordan was examined using the perceptions of participants in the programmes. Particular attention was paid to training carried out in schools. A mixture of interviews and questionnaire were used to gain information from 195 people (146 student teachers, 11 tutors, 14 headteachers, and 24 mentors) who were involved in the Initial Teaching Training programme and 134 teachers who were following the In-service Upgrading Certification programme.
There was general agreement that the school-based part of the Initial Teacher Training programmes could be improved by increasing the period of observation, the guidance given and the variety of the lessons observed. It was felt that the school-based part of the course extended the knowledge and skills of the trainees but that attention needs to be paid to the development of classroom management skills and ensuring that trainees experienced all the subjects taught in the primary age range. The tutors and mentors mainly use tutorials and discussions as methods of training, and, while these are seen as acceptable by the trainees, an increase in the number of workshops would be appreciated. The support from tutors in schools was satisfactory for the trainees but they were concerned that school visits were too few and that some were related more to assessment than training. The mentors in schools in many cases were seen by the trainees and tutors as being inadequately qualified and did not follow the guidance laid down by the universities. The establishment of criteria for the selection of mentors and partner schools could reduce some of the criticisms expressed.
The content of the In-service Upgrading Certification programme was thought to be irrelevant to the needs of in-service teachers by the in-service teachers. The programme was considered to be too theoretical and its duration too long, although it was felt that it did contribute to the development of trainees' teaching skills and knowledge of new methods of teaching.
An analysis of language use and classroom interaction in vocational engineering courses.
Gove, P.S.M., 1988, B3b
Ph.D., Exeter, 38-402
This thesis analyses classroom interaction patterns and language used by teachers and students aged 16 to 19 in vocational engineering courses. Engineering education was chosen as a case study example of a field confronting the increasing demand to produce well-qualified students capable of coping with a high level of change.Methodology.During the 1982-3 academic year ninety students and thirty teachers in two Further Education colleges in England were observed on craftsman and technician level full-time broadly based engineering courses. The sample includes 18 trainees who participated in a pilot Youth Training Scheme that offered both on-the-job work experience and part-time off-the-job engineering training in college.A specially designed observation schedule was used to record quantitative data on each student's activities for one minute at the beginning and end of lessons and the teacher's use of time throughout each lesson. Case study material of students' and teachers' use of language skills was also gathered in the form of `critical language events', which presented the stages and the outcome of attempts at understanding in the classroom or workshop.Over 160 lessons were observed and the statistical information was computer analysed using the Statistical Package for the Social Sciences. The 300 critical language events were drawn upon as case studies for the use of the language skills of listening, questioning, explanation, reading, writing and graphic communication.Conclusions.Although teacher talking time occupies a great share of interaction time in theoretical lessons, students spend almost as much time listening to other students as to teachers. Teachers spend most of their time in practical lessons checking students' work, and students interact with other students to a large extent in both theoretical and practical lessons.The critical language events highlight a range of use of language skills, pointing to the most effective use that occurs when a student `needs to know',and is offered a range of media from which to learn. Teachers provide part of the stimulation to learning in the form of verbal explanations and demonstrations, and students in engineering seem to develop understanding of explanation over an extended period of time through the use of a range of language and practical skills. The thesis analyses elements of explanations developed by teachers and students, and illustrates the role of the student `explainer/interpreter' through the case study material.The research results imply that students' language skills are effectively developed through the use of problem solving in the engineering context and a range of learning media that encourages the development of language skills focused on producing explanation. (DX82323).
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