Faculty of Education - Theses
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ItemFilm as cultural resource for tertiary learners of English in Vietnam( 2009)The goal of English learning in Vietnam today is linguistic proficiency and competence in intercultural communication. Despite the consequent need for access to native-speaker cultural meanings for developing Vietnamese tertiary students of English to this standard, to date the existing instructional conditions have not accommodated this need. The problem lies largely in the use of decontextualised language learning, traditional methodology and, inappropriate textbooks. This study was designed to begin resolving this problem by examining the potential of a target language feature film, "Million Dollar Baby". The aims were to ascertain the affordances of the film for providing access to the designated learners to native-speaker meanings of language, how these might be realised, and at what cost. A theoretical framework of language and culture drawing from the work of Hymes, Halliday, and Bourdieu was established as the basis on which principles and strategies for examining and teaching the fi lm were developed. Firstly, three cultural themes were identified that were significant in the film and of likely continuing value to learners. Secondly, discourse analyses of key scenes manifesting each theme were made using published resources and the opinions of native speaker informants. Thirdly, a set of lessons were trialled with representative volunteer learners in Vietnam, in which the film was shown and the language and cultural aspects of one key scene for each theme taught through an integrated process of informed discussion, embodied experience and personal reflection. The classroom experience was videoed and also documented in teacher and student journals, supported by interviews. Analysis reveals that film can offer a diverse set of language and culture resources for teaching classroom-bound students to access the cultural base of the meanings of language in use. It suggests that a scaffolded process of both guided cognitive exploration and physical experimentation modeled on an actual scene is necessary if students are to perceive and recognise native-speaker meanings as intended. The demands on both teacher and student were not inconsiderable, but were highly rewarding and the results suggest careful exploitation of a suitable film may be a rich seam to follow for developing learners' intercultural competence far from any real social interaction in the target language.
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ItemAn investigation of language learning strategies in a Thai learning and teaching context( 2004)This study investigates the language learning strategy (LLS) use of 118 Thai student teachers as well as that of 10 teacher educators and explores the influence of various factors on the student teachers' strategy use. The Strategy Inventory for Language Learning (SILL) developed by Oxford (1990), was used to identify patterns of strategy use of student teachers and teacher educators. Semi-structured interviews were also conducted aiming at bringing out an in-depth explanation of student teachers' strategy use, and most importantly some information on their perceptions of the impact of various factors on their strategy choices. The major findings were that the reported frequency of strategy use by student teachers was moderate overall, while their teacher educators reported using strategies at a high level. However, student teachers and their teacher educators shared similar patterns in strategy use, whereby meta-cognitive, social and compensation categories appeared to be popular among both groups. It was also found that apart from English proficiency, the use of LLSs was also related closely to the learner's beliefs and motivation and a variety of important variables, such as teaching methods,. assessment systems, and curriculum materials. These findings provide evidence that Thai student teachers need to further develop language learning strategies, especially cognitive and memory strategies, to facilitate their learning. There is an urgent need for strategy training in Thai teacher education in order to encourage Thai student teachers to develop necessary learning strategies or learning tools, which are highly significant in successful language learning in this fast changing world. These student teachers are agents of change in schools. With a better knowledge of language learning strategies, these young teachers are in a position to bring about a change in English education in Thailand, and thus help the Thai government to implement its education policies more successfully.
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ItemA journey in language teaching and learning( 2000)This study is a journey of teaching and learning. I describe my own language learning and my entry into the second language teaching profession. Over my years of teaching as a secondary teacher of French and German and a German Method tutor I have experienced the vicissitudes of differing language teaching methodologies and language acquisition theories. The study emanates from my growing concerns with student second language learning based on the experience gained by mid-career as I saw students flounder and become disaffected. In my reflections I searched for mediating tools to provide greater self-regulation in student learning. I felt the need to strengthen the pedagogical relation (van Manen, 1991, 1994) in a trialogue between the teacher, the students and the subject domain of the German language (Roberts, 1996). To better respond to my teaching and learning responsibilities I undertook this study using the metaphor of my journey of teaching and my students' journey of learning. My own language learning experiences form the background as I embarked on a language teaching career. During my professional life I have experienced the methodological swings which influenced the language teaching scene. I consequently developed an eclectic method of teaching. However, I continue to seek the epistemological and ontological assumptions underlying my teaching. The study arises in the context of the 1990's when Australian Federal and State Government policy statements on the school curriculum implied that in the future all students in Australian schools should continue second language studies through the compulsory years. These students are faced with multi-faceted influences on their learning and adjustments to second language teaching practice are required. Australia's English-speaking heritage and isolation result in resistance to second languages. The translation of words, meanings and cultures is an operation fraught with risk for students who fear both new associations and rupture with their own life systems and identity. Language teaching has to embody a sympathy for the students' feelings and a pathway to make their learning more meaningful as they seek to establish their personal identity in German. I have attempted to reposition myself in my classes to foster the pedagogical relation so that my affection and commitment can make the translation of words, meanings and the German culture more accessible to my students. In exploring my students' learning strategies based on Oxford's (1986) classification I enter into a conversation with the students in two classes, Year 7 and Year 10, of a Melbourne girls' school as they progress on their journey of language learning. Their developmental needs and attitudes require responses in social situations that are meaningfully situated and enhance recognised learning strategies that mediate learning and motivation. The reflective inquiry pursues a dialogue between situated activity and mental processing in the classroom. In small group settings students engage in self-expressive activities (Prawat, 1998) that promote student self-identity and also link the dual domains of learning and motivation. The design of the group work tasks enable students to develop in the "Zone of Proximal Development" (Vygotsky, 1978). Support is offered through scaffolding, intersubjectivity and the use of mediational tools. As the students and I reflect on their learning and affective positioning we move towards a growing awareness of strategic learning that can foster increasing self-regulation in the students' learning and an increasing appreciation of German.