Faculty of Education - Theses
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ItemRater consistency and judgment in the direct assessment of second language writing ability within the certificates in spoken and written English( 1998)The introduction of competency-based models of language and literacy education in Australia has, to a large degree, coincided with an increased emphasis on direct assessment as the most common means of evaluating second language writing ability within the Adult Migrant English Program. The key problem in directly assessing writing ability is having two or more raters arrive at a similar judgment or rating for the same piece of writing. While there is a long tradition of research on rater consistency and judgment in the holistic assessment of writing ability, similar research on the direct assessment of second language writing ability within the context of competency-based language and literacy education is almost non-existent. This study aims to determine the degree to which the performance criteria designed to assess second language writing ability within the Certificates in Spoken and Written English can ensure acceptable levels of rater consistency, and to describe the decision-making behaviours and strategies used by raters when reading for the purposes of assessment. The think-aloud verbal reports of six experienced ESL raters assessing three texts written by intermediate level adult ESL learners were transcribed and subjected to a rigorous interpretive analysis. In terms of rater consistency, analysis of raters verbal reports indicated that while there was generally a high degree of rater consistency at the overall performance or text level there was considerably tess agreement at the level of individual performance criteria. Analysis of the data revealed that raters adopted distinctive styles or approaches to reading for the purposes of assessment and that raters interpreted and applied the performance criteria statements in a range of different ways. These findings have significant implications not only for the development of competency-based assessment procedures but also for the training of raters. v11
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ItemThe Problems of verbal interaction for victims of warfare trauma in the ESL classroom( 1995)This thesis identifies and investigates the difficulties surrounding the participation in verbal interaction by victims of warfare trauma in the ESL classroom. The literature reviewed falls into three main categories; The Problems of Refugee Resettlement, Motivation and Anxiety in Language Learning and The Importance of Verbal Interaction in Second Language Learning. Case Study research methodology was chosen as the most appropriate framework on which to base this thesis and three ESL students were chosen as subjects. The findings of the research suggest that the problems associated with resettlement and prior experiences may have been contributing factors in the lack of motivation and high levels of anxiety experienced by each of the case study subjects. This in turn, may have affected their participation in verbal interaction in the classroom and ultimately, their acquisition of English.
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ItemLearning literacy : a case study of the development of English literacy skills in two adult ESL students( 1997)This minor thesis reports on the findings of a study done of two adult international students of English as a Second Language. The study attempts to outline the issue of difficulties experienced by these students while learning to write in English in preparation for tertiary studies in Australia. The main aim of the study was to attempt to illustrate that international students need to be instructed by their teachers in how to write in the genre required for tertiary study. An attempt was made to measure the language level of the two students to determine how thoroughly prepared they were in the genre they were mainly required to write in their tertiary study. For these two students, this genre was business report writing. It was realised that although the two students had received practice in responding to General English writing tasks, they had not been taught how to write business reports. This conclusion was drawn through the study in which qualitative techniques of research and text analysis were used. Firstly, the students were given a series of reading and writing tasks to perform to determine their levels of English at the start of the study. At the end of the study there was a similar set of tasks for the students to perform. Secondly, the students and two of their teachers were interviewed. The students tried to reveal their perception of what their English Language intensive courses had taught them. The teachers who had taught these students attempted, through their responses to the interview questions, to outline the objectives of the courses they had delivered Thirdly, the students' attempt at writing report genres in their tertiary study was commented upon. At the end a short business report was selected as the target text and this was analysed. Systemic functional grammar was drawn upon to analyse the target text. The analysis of this model text was used to compare the analyses of the responses of the students to business report writing tasks. A summary of the findings is presented in this thesis and comparisons made in order to come to a conclusion that there does exist a need for overseas students intending to go on to further tertiary study to be taught explicitly through deconstruction of model texts by the teacher. The genre of the model text has to be directly related to the tertiary course of study that the students are going to follow. The students need to be provided with close guidance by their teachers, and constant practice of the genre is required.
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ItemFrench LogoWriter language and foreign language learning( 1996)This study examines the possible effect of the French version of LogoWriter programming language on the French language proficiency of students in year seven who are studying French as a foreign language. It adds to the computer assisted language learning (CALL) debate by studying the place of an artificial language (French LogoWriter) in the second/foreign language classroom. It also examines other possible factors which may influence language learning and suggests further areas of study in foreign language learning and computer technology.
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ItemThe social role of the English teacher( 1978)The concern of this thesis has been to probe the various expectations of those involved in the teaching and learning processes of English. This has been done in part through questionnaires, surveys, discussions, reports, and the writings done by teachers and students. The comments of educationists, psychologists, sociologists, and the media, have been related to the material wherever possible. Factors such as the socio-economic status of students, their ethnicity, different levels of motivation, occupational aspirations, and their beliefs and values, were also noted for their relevance to the acquiring of language skills. These and similar factors were seen to determine to a large extent the educational environment that is needed to generate in students a motivation to learn, to think critically, and to develop defensible ideas about themselves and society. For this reason, it has been suggested that the inter-disciplinary approach to English and English Literature through psychology, sociology and philosophy, may be seen as relevant to students in their study of the individual and society. Consciously or unconsciously, teachers impart norms of the individual's role in society. It may seem logical then to expect that teachers become familiar both with the substantive content of certain topics and issues that help them to define the role of the individual in society, and with the role of the school in dealing effectively with emerging social problems. Remedial and migrant students form part of the social problems that have caused the teaching of English to be criticised by the media and by concerned educationists. An examination of the problems of illiteracy, and solutions suggested by many writers on the subject, is compared with the experiences of those who are involved in remedial and migrant English teaching. Overall, an attempt has been made to define the role of the teacher of English in such a way as to encompass the varied needs of students in an increasingly complex society. The sixth form students in their replies to the HSC questionnaire, showed a desire to study the psychological, sociological and philosophical aspects of the literature read, and to relate it to their own lives, and to society in general. Literature was thus used for increasing self-awareness. This seems to suggest that teachers may need to re-evaluate their approach to the teaching of English in order to accommodate all students at all levels who desire to use English as an instrument of communication in its fullest sense.
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ItemSame journey, different pathways: similarities and differences in the writing development of a culturally and linguistically diverse group of students( 2001)This research project developed from an interest in the monitoring and assessment of the writing development of ESL students. Inappropriate assessment procedures can position ESL students as failing or underachieving. They can also lead to the development of inappropriate intervention programs. ESL students need to have their achievements and progress acknowledged. This will only occur if there is recognition of the English as a second language-learning pathway. The learning journey for all students is enhanced when their diverse literacy experiences are shared and are the basis for new understandings and participation in the literacies that surround them. This study explored aspects of English language development in the writing of two genres, explanations and narratives, over two school terms. It aimed to identify similarities and differences in the writing development of students at different stages of English language development. Comparative samples of students' texts were collected and analysed. The study demonstrated that there are significant differences in the writing samples at the lexicogrammatical level. Control of features such as tense, reference items and conjunctions limited the meanings that the ESL students in particular could make. These English language needs are distinctive and impact on learning. They require consideration when developing a writing program.
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ItemJapanese volunteer in a country school: maximising the benefits( 2000)This research arose from a need to understand the experience of Japanese Native Speaker Assistant volunteers (JNSAs) in Victorian country primary schools, so as to provide data on which all participants can draw in making improvements to the conduct and outcomes of future programs. The research questions are: 1. What is the experience? 2. How could it be made more valuable for all concerned? The research is centred on four Japanese women who volunteered to work in country schools for varying lengths of stay - 6 weeks to 9 months. The schools vary in size from 20 students to over 700 students and the volunteers vary in age and experience. A qualitative research framework was adopted incorporating on-site observations, questionnaires and interviews. Outcomes show that all programs were successful but some were more successful than others. Factors facilitating success are the setting of obtainable goals, a planned and integrated program, positive support from the Principal, acceptance into an active role throughout the school, and contact with many people. Finally, and most critically, there is the need for an energetic and capable mentor whom the volunteer can depend on for guidance and friendship.
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ItemClash of cultures: mainstream teachers' working knowledge and English as a Second Language (ESL) pedagogy( 1995)Within the international and Australian ESL field there has been a growing emphasis placed on mainstream teachers catering more effectively for the ESL students in their classes. This thesis is an ethnographic case study of the development of two mainstream teachers' working knowledge in ESL. It explores the strategies and skills that the two mainstream teachers adapt into their teaching after attending a ten week professional development course titled 'ESL in the Mainstream'. This was done through classroom observations, interviews and critiques of the teachers' planning, implementation and reflection of lessons observed. The study revealed that the practice of tapping students' already existing knowledge and language bases is not commonly utilised with students traditionally perceived as deficient. This research further suggests that mainstream teachers of working-class and LOTE background students may view them as lacking the necessary cultural capital, and therefore impose content and behavioural standards with little consideration and respect for student input. ESL teachers responsible for professional development need to understand the encultured pedagogical beliefs of mainstream teachers in order to assist them to reconsider what are complex personal and professional issues in the foundation of their own teaching.