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Doelstelling: Deze studie in de vreemdetaalverwerving geeft de stand van zaken weer van computer-ondersteund talenonderwijs voor Engels aan het Departement Vertaalkunde van Hogeschool Gent en toont aan of de computer er genormaliseerd is, zoals Bax (2003) als doel van dit type onderwijs aanduidde. Hiervoor werd onderzocht hoe Engelse docenten en studenten die het Engels als vreemde taal verwerven, bepaalde technologieën gebruiken en percipiëren.Bax, S. (2003). CALL - past, present and future. System, 31(1), 13-28. Middelen of methode: De resultaten kwamen tot stand op basis van een literatuurstudie en drie enquêtes die gebaseerd zijn op Jagers onderzoek (2009). Binnen het Departement beantwoordden zeven docenten de eerste enquête, vijftig derde Bachelorstudenten de tweede en dertig Bachelorstudenten de derde. Deze laatste enquête bleek nodig om een duidelijker zicht te krijgen op de percepties van de studenten.Jager, S. (2009). Towards ICT-integrated Language Learning. University of Groningen. [Online] http://irs.ub.rug.nl/ppn/322895596 Resultaten: Uit de resultaten blijkt dat beide groepen voor het computergebruik vooral twee online tools vermelden: nieuwssites en woordenboeken. Algemeen duiden de percepties op een grote tevredenheid met het computergebruik. Ook werd ontdekt dat Bax' normalisatie nog niet is bereikt, hoewel studenten, iets meer dan docenten, denken dat de computer ooit volledig geïntegreerd zou kunnen zijn in het talenonderwijs.
CALL. --- Didactiek. --- EFL docenten. --- EFL studenten. --- Engels. --- Percepties. --- Studie in de (vreemde)taalverwerving. --- Vreemdetaalverwerving. --- Vreemdetalenonderwijs.
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English language --- Study and teaching --- Study and teaching. --- ESL --- EFL --- linguistics --- praxis --- English studies --- second-language writing --- esl --- efl --- english studies --- Germanic languages
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Arts and Humanities --- Language & Linguistics --- EFL --- language acquisition --- translation studies --- linguistics --- literature --- efl --- Linguistics --- French literature --- Italian literature --- Spanish literature --- Portuguese literature
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language learning --- second language acquisition --- lingustics --- literacy --- ESL --- EFL --- Language and languages --- Study and teaching --- Foreign language study --- Language and education --- Language schools --- esl --- efl
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Doelstelling: Deze masterproef onderzoekt het gebruik van authentieke en niet-authentieke teksten in Engelse handboeken die courant gebruikt worden in het Belgisch secundair onderwijs, i.e. Transit en Headway. Het onderzoek steunt op een literatuurstudie over (niet-)authentieke teksten in een pedagogische context.De volgende onderzoeksvragen worden onderzocht: - Bevatten de onderzochte tekstboeken een groot aantal authentieke teksten? - Bevatten tekstboeken voor de lagere niveaus (i.e. elementary, pre-intermediate en intermediate) meer niet-authentieke teksten dan de hogere niveaus (i.e. upper-intermediate en advanced)? - Is er een verschil tussen het Belgisch handboek Transit en het Brits handboek Headway in het gebruik van authentieke teksten? Middelen of methode: Aan de hand van een corpusonderzoek worden de leesteksten uit Transit en Headway onderzocht. Verschillende kenmerken van de teksten worden geanalyseerd, i.e. aantal woorden, tekstgenre, bijhorende opdracht en authenticiteit. De teksten worden telkens gedefinieerd als "authentiek", "niet-authentiek" en "aangepast". Authentieke teksten hebben een sociaal doel in de taalgemeenschap waarin ze geschreven zijn (Guariento & Morley 2001: 347). In dit onderzoek worden teksten pas als authentiek beschouwd, als uit een vergelijking met hun originele brontekst blijkt dat ze niet aangepast zijn. Aangepaste teksten zijn teksten waarin woorden, zinnen of alinea's weggelaten of aangepast zijn. Niet-authentieke teksten hebben geen originele brontekst en bevatten bepaalde "false-text indicators". De resultaten worden vergeleken met de theorieën beschreven in de literatuurstudie en met antwoorden verkregen via een interview met leerkrachten Engels uit het secundair onderwijs. Resultaten: Het merendeel van de leesteksten in de Transithandboeken is authentiek. Het aantal authentieke teksten in Headway is beduidend kleiner. In Transit upper-intermediate en advanced worden meer authentieke teksten gebruikt dan in de lagere levels. Headway gebruikt in de hogere levels ook een groter aantal authentieke teksten, maar het aantal niet-authentieke leesteksten blijft het grootst.
Authentic reading texts. --- CLT. --- Communicative Language Teaching. --- EFL. --- English as a Foreign Language. --- Language learning. --- Textbooks.
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Each issue contains articles, research papers, lessons plans, classroom handouts, teaching ideas & links. Also includes articles, lessons and handouts from previous issues from 1995 on.
English language --- English language --- Lesson planning --- ESL TEFL EFL TESL TESOL ELT ELD ESOL foreign language English education teaching English teach ESL learn ESL teach EFL learn EFL teaching English teachers ESL tutor ESL teachers tutoring --- Study and teaching --- Foreign speakers --- Study and teaching --- Foreign speakers --- Computer network resources. --- Aids and devices. --- Internet Teachers of English as a Second Language (TESL) Journal. --- ESL TEFL EFL TESL TESOL ELT ELD ESOL foreign language English education teaching English teach ESL learn ESL teach EFL learn EFL teaching English teachers ESL tutor ESL teachers tutoring
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The study focuses on the investigation of the process during which raters of EFL written performance make their decisions. It consists of a pilot and a main study, each of which concentrates on assessment of writing. The rationale is to detect the decision-making processes that raters follow, which can be used for training raters, and with which the reliability of rating can be improved. The pilot study is based on data collected during a large-scale language proficiency assessment of two age groups from learners of English and German languages. Raters were asked to think aloud during the rating task. Data was then transcribed and analysed. The participants in the main study were novice raters, who produced verbal protocols. 37 EFL teacher trainees took part in rater training and practised think-aloud protocol production. Then, they evaluated ten compositions written by EFL learners and verbalised their thought processes. The verbal protocols served as a basis for data collection. The analysis of data resulted in the conclusion according to which more reliable and objective assessment is possible when evaluating written performance.
English language --- English language --- LANGUAGE ARTS & DISCIPLINES / Linguistics / General. --- Testing, language performance, EFL written performance. --- Study and teaching (Higher) --- Foreign speakers. --- Study and teaching --- Foreign speakers. --- Testing, language performance, EFL written performance.
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In view of recent debates on the global spread of English and its international lingua franca role, what pronunciation models are appropriate for millions of EFL learners? Which aspects of English phonetics should be taught to foreign students and which can be neglected with little loss to successful communication? How can English pronunciation be taught in an interesting and effective way which is both learner- and teacher-friendly, in accordance with the latest scholarly and technological achievements? This research-based book addresses these and many other fundamental issues that are currently at the centre of pronunciation teaching. It offers a wealth of new theoretical ideas and practical solutions to various phonodidactic problems that arise in EFL contexts, approaching pronunciation instruction from global and local perspectives and supporting its theoretical claims with extensive empirical evidence. It will be of interest to EFL teachers and teacher trainers, pronunciation specialists and students of applied linguistics.
English language --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Germanic languages --- Pronunciation of foreign speakers. --- Phonology --- Study and teaching. --- Study and teaching --- Foreign speakers. --- Foreign students --- EFL Instruction. --- EFL learners. --- Pronunciation . --- SLA. --- Second Language Acquisition. --- phonodidactics. --- pronunciation instruction. --- pronunciation models. --- resources for EFL teachers. --- teaching of pronunciation.
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The study focuses on the investigation of the process during which raters of EFL written performance make their decisions. It consists of a pilot and a main study, each of which concentrates on assessment of writing. The rationale is to detect the decision-making processes that raters follow, which can be used for training raters, and with which the reliability of rating can be improved. The pilot study is based on data collected during a large-scale language proficiency assessment of two age groups from learners of English and German languages. Raters were asked to think aloud during the rating task. Data was then transcribed and analysed. The participants in the main study were novice raters, who produced verbal protocols. 37 EFL teacher trainees took part in rater training and practised think-aloud protocol production. Then, they evaluated ten compositions written by EFL learners and verbalised their thought processes. The verbal protocols served as a basis for data collection. The analysis of data resulted in the conclusion according to which more reliable and objective assessment is possible when evaluating written performance.
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