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Doctor of Philosophy - Wikipedia

Gender construction and its negotiation in the course of second language learning: a case study of Chinese students learning English as a foreign language in a state secondary school

strongly with the master of english - language teaching and learning during the ..

Influence of Knowing Another Foreign Language on Learning English: Does It Increase the Use of Inferencing as a Reading Strategy and Proficiency in Reading and Iguring Vocabulary Meanings from Context?

How to choose a thesis topic | James Hayton PhD

An Action Research Study of English Teaching in Grade Seven At 15 Aug 2010 the Degree of Doctor of Education, School of Education, the help and advice until this research thesis was completed is my supervisor, Linguistic or grammatical competence refers to students' accurate and effective use Overcoming the challenges: How native English - Research Online centred learning, communicative competence, authentic speech, and the understanding and guidance when I struggled to complete my PhD thesis in time.

This thesis investigates individual language school student sojourners’ learning experiences in the UK. It takes into account the importance of learners learning through interaction with others in the target language community and recognises how learners’ social networks affect their language learning and use.
There are many studies about students who study abroad for academic purposes and immigrant learners, but not many relating to individual language learners in private language schools. In order to fill this gap, this study focused on individual language school learners. With the intention of understanding how the social networks and language learning interact over time as part of their sojourner experience, I utilised different theoretical frameworks that have been applied to other groups of language learners and concluded that these frameworks are also applicable to private language school students.
I recognised that in order to understand my participants’ learning experiences I needed to interact with them and also observe how they interacted with their social world. Therefore, formal interviews (semi-structured) and informal interviews (informal group meeting or chat) were the main methods for my study together with observation of interaction in various situations.
This study identified the expectations that learners had with regard to the target language community, host families and native speakers’ attitudes towards foreign students, and the realisation that these expectations were higher than what was actually encountered. It also identified the steps the individual language learners took to overcome these disappointments and how they reconstructed their relationships with the target language and community respectively.
In contrast with many previous studies which only focused on learning from native speakers, my study recognised that learners sometimes can have more interpersonal contact with their fellow students than native speakers. And consequently they benefit more from these contacts, in terms of language learning, than from native speakers. This thesis also helps language learners and language educators recognise basic theoretical frameworks which could help them evaluate the benefits and problems related to learning through interpersonal contact. And with this understanding learners will be able to facilitate their autonomous learning in the target language community.

Graduate Catalog and Program Descriptions

KWAME I hereby declare that this submission is my own work towards the PhD in English, and that, to the grammatical concepts in the L1 to those of the English Language.

This thesis investigates individual language school student sojourners’ learning experiences in the UK. It takes into account the importance of learners learning through interaction with others in the target language community and recognises how learners’ social networks affect their language learning and use.
There are many studies about students who study abroad for academic purposes and immigrant learners, but not many relating to individual language learners in private language schools. In order to fill this gap, this study focused on individual language school learners. With the intention of understanding how the social networks and language learning interact over time as part of their sojourner experience, I utilised different theoretical frameworks that have been applied to other groups of language learners and concluded that these frameworks are also applicable to private language school students.
I recognised that in order to understand my participants’ learning experiences I needed to interact with them and also observe how they interacted with their social world. Therefore, formal interviews (semi-structured) and informal interviews (informal group meeting or chat) were the main methods for my study together with observation of interaction in various situations.
This study identified the expectations that learners had with regard to the target language community, host families and native speakers’ attitudes towards foreign students, and the realisation that these expectations were higher than what was actually encountered. It also identified the steps the individual language learners took to overcome these disappointments and how they reconstructed their relationships with the target language and community respectively.
In contrast with many previous studies which only focused on learning from native speakers, my study recognised that learners sometimes can have more interpersonal contact with their fellow students than native speakers. And consequently they benefit more from these contacts, in terms of language learning, than from native speakers. This thesis also helps language learners and language educators recognise basic theoretical frameworks which could help them evaluate the benefits and problems related to learning through interpersonal contact. And with this understanding learners will be able to facilitate their autonomous learning in the target language community.

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