Faculty of Education - Theses
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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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ItemVietnamese readers and English reading : a survey of students' beliefs about and attitudes towards English reading( 2000)This thesis deals with the beliefs about, and attitudes to, English reading of Vietnamese students in their first year at Australian universities. Data were collected using a questionnaire, based on a review of research on second language reading in relation to affective factors, and on the concept of attitudes as a multidimensional construct. Attitude in general or attitudes to English reading in particular cannot be directly observed or measured but can only be inferred from the manner in which a reader responds to questions related to beliefs, feelings and attention regarding English reading. The theoretical background on which this study was based regards second language (L2) reading as a socially situated process. Regarding the students in this study, their English may have been influenced (i) by the first language reading instruction they had received, (ii) by their own social and cultural background, (iii) by their attitudes to the target language, its culture and its native speakers, and (iv) by previous experiences of learning to read in a new language. The findings of the questionnaire reveal that most of the 27 respondents to the questionnaire chose the culture of the target language (English) as the main factor making them want to read in it. Three other hypothesized factors - Vietnamese language reading experiences, previous experiences of learning English in Vietnam, the target language and its native speakers - did not appear as important factors in their beliefs about English reading and attitudes to it. The most interesting findings were about their attention to English reading. Although on the whole they possessed positive attitudes regarding the English academic reading process, they showed only a low level of endeavor to improve their English reading. The fact that the number of participants was so small was one of the main drawbacks with the study. However, since affective factors have not gained as much attention as other areas in L2 reading, in a way this study was a first experience. From its results some recommendations have been made regarding current practices of English teaching and learning in Vietnam in the EFL context. Further research could be built on this study.
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ItemPerceptions of Chinese university EFL teachers and learners on appropriate western language teaching methods in use in China( 2004)The last 20 years have witnessed the introduction and the development of `Western' language teaching methods in the Chinese context. A large amount of research has been conducted on this iss�e. Some focuses on the appropriateness and the effectiveness of importing the "Western" methods to the teaching of English as a foreign language in China (Scovel 1983; Burnaby & Sun 1989; Cortazzi & Jin 1996); others suggest teachers and learners from different cultures may have different ideas about what constitutes good teaching (Richards & Lockhart 1994). The present study reports on the results of an investigation into Chinese EFL teachers' and learners' perceptions concerning the appropriateness and effectiveness of Western language teaching methods in use in the Chinese. context. In particular, it attempts to explore their attitudes towards and their evaluation of learner-centred communicative activities in use in their English Intensive Reading classes. The major findings of this study is that, first, both teachers and learners understand learner-centred and communicative language teaching well and hold positive attitudes towards the Western methods, which make it possible and feasible to introduce and implement communicative approach in China. They are also aware of the difference between the Western and the Chinese contexts and point out that adaptation is necessary when introducing the Western methods to the Chinese context. Secondly, this study also finds a mismatch between teachers and learners in terms of their understanding of and attitudes towards Western methods. Learners seem to be more positive than their teachers to welcome learner-centred communicative approach, which is far beyond their teachers' anticipations. This indicates the importance of negotiation between teachers and learners in Chinese EFL classes.