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1 
Ho Thi Phuong, Le Thi Kieu Van, Trường ĐHSP Tp.HCM, 2003. application/octet-stream, 0 kB.

2 
Julia Deák Sandler; Yuko Goto Butler (Chair committee), Stanton E. F. Wortham, Yuko Goto Butler (Member committee), Dissertation Publishing, 2012. application/octet-stream, 0 kB.
  In the field of second language acquisition, vocabulary researchers have long noted that fully learning a word includes not only learning its form and meaning, but also acquiring grammatical restrictions on its use (Nation, 2001; Richards, 1976). However, no prior work has sought to categorize the various restrictions and phenomena that fall under this umbrella, nor has a consistent term been adopted to refer to it. The present study named this area of linguistic knowledge the Grammatical Usage of Vocabulary (GUV) and compiled a taxonomy of English as a second language (L2) GUV errors noted in prior work and observed in corpora of learner language. The final taxonomy included errors related to word form and word class, transfer of usage restrictions cross-linguistically, transfer of restrictions intra-linguistically between zero-derived word forms and between synonyms, and argument realization errors with adjectives and verbs. The case of participial (-ing & -ed) adjective usage was then analyzed in detail to determine what might make GUV difficult for learners to acquire, and to develop an argument for why explicit instruction may sometimes be necessary. A mixed-methods intervention study was then conducted with Chinese adult learners of English to determine 1) what qualitative evidence could point to sources of difficulty in learning participial adjective usage, and 2) whether learners’ noticing, knowledge, and productive usage of participial adjectives could be assisted vi through a language-focused task-based intervention with explicit information. Qualitative think-aloud and sentence production evidence indicated that learners’ untargetlike usage patterns could be caused by confusions of word forms, low cue reliability, and cross-linguistic transfer. The quasi-experimental results indicated that interactive tasks did encourage noticing of GUV, and qualitative analysis found links between noticing and improvements from pre- to post-tests. However, while the data trended in the expected direction, no conclusive quantitative results were found regarding the efficacy of tasks for knowledge and production of participial adjectives.

3 
Luis Fernando Gomez Rodriguez; Kristin Dykstra (Chair), Paula Ressler, Lisya Seloni (Member committee), Dissertation Publishing, 2012. application/octet-stream, 0 kB.
  Employing case study research in an EFL classroom of the language program at a university in Bogota, Colombia in 2010, the dissertation shows how EFL learners were guided to read multicultural literary short stories to develop intercultural competence through several teaching approaches. Chapter one presents the constructs involved in the study, which support the need to promote intercultural competence in the EFL context through culturally diverse literature. Chapter two explores the theoretical concepts of intercultural competence as regarded by the areas of multicultural literature and EFL teaching. Chapter three establishes the relationship between multicultural competence and multicultural rubrics for the study of literature, and it describes educational goals often associated with the teaching of multicultural literature of the U.S., as well as their application to EFL instruction. Chapter four discusses teaching approaches to multicultural literature used in U.S. classrooms and proposes their application in the EFL context. It argues that the teaching of multicultural literary texts in EFL should be supported by appropriate teaching approaches that can provide learners with the chance to negotiate meaning and construct intercultural knowledge. Chapter five examines the pedagogical value, literary analysis, and multicultural meaning of literary samples that were selected for the teaching of multicultural literature from the United States in a Colombian EFL classroom. Chapter six describes a class in which U. S. multicultural was taught in an EFL classroom in Bogota, Colombia in 2010. It describes the research type and the research methodology involved in the pedagogical experience to determine how EFL learners fostered intercultural competence. Chapter seven presents the qualitative analysis of the data gathered from the participants and observations during the pedagogical case study and the research findings. The final section relates the objectives achieved, the final considerations, and the conclusions of the study during this research procedure.

4 
Christine Raack; Elly Van Gelderen (Chair), Karen Adams, Carla Ghanem (Member), Dissertation Publishing, 2012. application/octet-stream, 0 kB.
  This thesis investigates the acceptability of a new variety of English among the English teaching community in Germany. A number of linguists claim there is a new variety of English developing in continental Europe, also known as Euro-English. Their research has surfaced multiple features that are unique to European speakers of English. Twenty-one teachers participated in a survey. They answered a questionnaire consisting of two parts. Part one investigates the background of the teachers, their attitudes towards different varieties of English, and their awareness of the research regarding Euro-English. Part two tests the acceptability of ten features that have been claimed to be specific for mainland Europeans. Results of this study reveal that there is little awareness of non-native varieties and many find it hard to accept the features of Euro-English. However, the teachers show a genuine interest in this topic. Where there is a general preference in holding on to the guidelines of standard norms, many comments indicate that teachers think about issues of identity and how their teaching could be affected by a broader scope that exceeds traditional methods.

5 
Yetunde Mobola Zannou; Norvella Carter (Chair), M. Carolyn Clark, Zohreh Eslami (Committee Members), Dissertation Publishing, 2012. application/octet-stream, 0 kB.
  In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) “just good teaching” strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC iii program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon “common sense”, affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.

6 
Võ Hồng Sa; TS. Nguyễn Thị Ngọc Điệp (hướng dẫn), Trường ĐHSP Tp. HCM, 2010. application/octet-stream, 0 kB.

7 
Trần Văn Viễn; TS. Hoàng Thị Văn (hướng dẫn), Trường ĐHSP Tp. HCM, 2009. application/octet-stream, 0 kB.

8 
Huanan Zhang; Dr. Holbrook Mahn (Chairperson), Dr. Lois Meyer, Dr. Ruth Trinidad Galvan,... (Member), Dissertation Publishing, 2013. application/octet-stream, 0 kB.
  The government of China requires that the Communicative Language Teaching Approach (CLT) should be applied in primary and secondary school English education by issuing the New Curriculum early in 2001 to develop learners’ competence of using the language; however, implementation of CLT is still a big challenge confronting pre-service Chinese EFL teachers who experienced the traditional teaching approach over an extensive period of time. I conducted a case study research on the perceptions about CLT of twelve pre-service EFL teachers from Liaoning Province, China, to explore: a) what are pre-service Chinese EFL teachers’ perceptions about CLT and its implementation in the Chinese context? b) What are the important factors that affect their perceptions about CLT and its implementation? Vygotsky’s sociocultural theory was applied as the framework to examine the process of the participants’ perceptions. The study indicates that these pre-service EFL teachers considered CLT as an ineffective teaching approach for transferring linguistic knowledge, but they suggested implementing a small amount of communicative iv activities to relieve the repressed feelings of learners who learn English under the traditional teaching approach. The examination system, the previous English learning experience, the internalized Chinese culture of learning, and the pre-existing beliefs of teaching are the important factors influencing how these pre-service teachers were aware of, understood, interpreted, and emotionally related to English teaching using a communicative approach. These pre-service EFL teachers developed new beliefs of teaching in the process of training; however, lack of role models in the local educational realities prevented them from applying and creating communicative methods. Therefore, I suggest that teacher educators incorporate reflective discussions and demonstrate various implementations of CLT in EFL teacher-training programs.

9 
Iman Madhar; Ph.D. Rebekha Abbuhl (Chair), Ph.D. Malcolm Finney, Ph.D. Michael Fender (Member), Dissertation Publishing, 2013. application/octet-stream, 0 kB.
  This qualitative study explored the effectiveness of the peer-teaching method within a college-level English-as-a-second-language classroom. The teaching that occurred in two classrooms was compared. One class used the peer-teaching method and the other class used a teacher-centered model. An analysis of classroom discourse showed how peer teachers used similar approaches to teaching content as the teacher. However, peer teaching provided more opportunities for participants to negotiate meaning. Examination of pre- and posttest scores indicated that the students in the class who used peer teaching performed at the same level as the students in the teachercentered class. Also, the study included some benefits and challenges of using peer teaching from the participants’ perspective. The purpose of the study was to raise awareness among educators of the potential applications and benefits of peer teaching within an educational setting and to identify areas that may require improvement.

10 
Shelly Hannah Baseri, Dissertation Publishing, 2013. application/octet-stream, 0 kB.
  The ability of teachers to transfer what they have learned in a teacher education program to the classroom has been found by numerous researchers to contribute to students' successful learning (Bransford and Schwartz, 1999; Darling-Hammond, 2000). Additionally, teacher efficacy, or a "teacher’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen- Moran & Woolfolk Hoy, 2001, p.223), has also been traced to students' achievement in the classroom (Alviar-Martin, et al., 2008; Ross, Cousins & Gadalla 1996; Tschannen-Moran & Woolfolk Hoy, 2001). A mixed-methods study was conducted to reveal to what extent candidates in an online MAT TESOL program feel self-efficacious to transfer ESL instructional strategies learned in the TESOL Pedagogy course to the classroom context. The data gathered indicated that candidates' self-efficacy to transfer the strategies was based on various factors, including candidates' prior exposure to the same instructional strategies, as well as the extent to which the strategies contribute to English Language Learners' communicative competence.

11 
Nguyễn Thị Bích Thủy, Trường ĐHSP Tp.HCM, 2003. application/octet-stream, 0 kB.

12 
Phạm Hùng Dũng; PGS.TS. Bùi Mạnh Hùng (hướng dẫn), Trường ĐHSP Tp. HCM, 2012. application/octet-stream, 0 kB.

13 
Alison George Dover; Bailey W. Jackson III (Chair), Bruce M. Penniman, Martha Stassen (Member) , Dissertation Publishing, 2010. application/octet-stream, 0 kB.
  Teaching for social justice is the attempt by classroom teachers to use their position in the classroom to promote social and educational reform within and despite current educational conditions and mandates. However, while a growing number of K- 12 teachers have published anecdotal reports of their attempts to teach for social justice in secondary classrooms (e.g., Bender-Slack, 2007; Christensen, 2000; Singer, 2005), there is great variability among these accounts, and scant evaluation of their impact on specific academic, behavioral/motivational, and attitudinal outcomes (see Grant & Agosto, 2008; Kelly & Brandes, 2008; Poplin & Rivera, 2005). This qualitative study addresses this research gap by offering a concrete framework for teaching for social justice that is informed by multiple education reform traditions (including democratic education, critical (Freirian) pedagogy, multicultural education, culturally responsive education, and social justice education) and associated with positive academic, behavioral/motivational, and attitudinal outcomes. Next, I present the results of a constructivist grounded theory analysis examining how twentyvii four English Language Arts teachers conceptualize teaching for social justice, as well as a content (lesson plan) analysis detailing how they operationalize the practice through the use of standards-based curriculum. Findings indicate that secondary ELA teachers define teaching for social justice as having three primary dimensions: curriculum, pedagogy, and social action. These priorities are reflected in their curriculum, which addressed all four strands of the Massachusetts ELA Curricular Frameworks (Language, Reading and Literature, Writing, and Media) and a range of social justice topics. Additional study findings examine challenges associated with teaching for social justice, the impact of teachers’ identities and school contexts on their social justice practice, and variance in how teachers conceptualize and implement teaching for social justice according to their sociopolitical emphases. This study has several implications for policy and practice. Specifically, this study challenges critics’ attempts to portray social justice education as poorly aligned with academically rigorous content-area instruction (e.g., Will, 2006), offers curricular guidance to pre- and in-service teachers interested in transforming their own practice, and lays the foundation for future empirical research related to how teaching for social justice affects student outcomes.

14 
Nguyễn Thị Bảo; TS. Hoàng Dũng (hướng dẫn), Trường ĐHSP Tp. HCM, 2003. application/octet-stream, 0 kB.

15 
Võ Thị Thúy Ngọc; TS. Ngô Đình Qua (hướng dẫn), Trường ĐHSP Tp. HCM., 2015. application/octet-stream, 0 kB.

16 
Nguyễn Quý Nguyệt Cầm; TS. Ngô Đình Qua (hướng dẫn), Trường ĐHSP Tp. HCM, 2013. application/octet-stream, 0 kB.

17 
Jooyeon Kang, Dissertation Publishing, 2012. application/octet-stream, 0 kB.
  This dissertation presents an investigation of the place of ‘culture’ in teaching and learning English as a Foreign Language (EFL) in Korea. Emerging from the researcher’s direct and indirect cross-cultural conflict while studying and living abroad, the investigation aims to understand the complexity of culture learning and teaching in the Korean context. Through a gap analysis the study presents what research describes as culture teaching in the context of learning second languages; summarizes the Korean government’s mandated view of culture in EFL teaching; identifies and interprets how the newest Korean EFL textbooks in grades 7, 8 and 10 present culture; includes perspectives of EFL teachers in Korea about how they define and teach culture; and identifies gaps between these various stakeholders and proposes recommendations for narrowing the gaps. The gaps are interpreted through the lenses of Kramsch’s language and culture, Byram’s intercultural learning and Shaule’s deep culture model and provide implications and suggestions for culture learning and teaching in Korean English education. The study reveals the Korean Ministry’s responses to changes in education, society and the world as well as the reality of an unchanged system of examination that forms the largest obstacle to expanding the importance of culture in language learning. The findings are intended to suggest desirable directions for language and culture teaching and learning in an EFL setting. In addition, curriculum/policy developers, textbook authors, and teachers may benefit from the guidelines suggested for future English language education.

18 
Bùi Văn Năm; PGS.TS. Trịnh Sâm(hướng dẫn), Trường ĐHSP Tp. HCM, 2010. application/octet-stream, 0 kB.

19 
Carlotta Dorothy Schroeder, Dissertation Publishing, 2011. application/octet-stream, 0 kB.

20 
Melinda J. McBee Orzulak; Professor Emeritus Lesley A. Rex, Associate Professor Donald Freeman (Co-Chair), Professor Anne Ruggles Gere, Dissertation Publishing, 2011. application/octet-stream, 0 kB.