EFL Adult Learners Dissertation or Thesis
EFL Adult Learners
Presents a dissertation including a complete research project to examine the role of authentic reading materials in teaching EFL (English Foreign Language) adult learners.
# 118278
| 19,110 words
| 117 sources
| APA
| 2010
| 
Published
on Jan 19, 2010
in
Education
(Reading)
, Education
(Teaching Methods)
, Education
(Theory)
, Education
(Adult Education)
, Education
(ESL)
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Description:
This paper investigates the use of authentic reading materials in creating a natural environment in which EFL (English Foreign Language) adult learners can improve their reading skills from the perspective of the learners and the teachers. The literature review, research methodology and results are presented in detail. The paper concludes that this original research suggests that there are factors to be considered when using authentic texts in order to make such texts more interesting, motivational and teachable.
Table of Contents:
Abstract
Table of Figures
List of Abbreviations
Introduction
The Importance of this Study and of Learner Autonomy
Research Questions
The Structure of this Study
Literature Review
Autonomy and Authenticity
Autonomy: Definitions and Main Characteristics
Criticism against Learner Autonomy
Defense of Learner Autonomy
Acquisition and Learning
Authenticity or Autonomy
Authentic Reading Materials and EFL Classroom....
Authentic Reading Materials: Definition and Characteristics Authentic vs. Artificial Materials
Advantages of Authentic reading Materials
Disadvantages of Using Authentic Reading Materials
Authentic Reading Materials and the Learner's Role
Text and Task Selection
Top-Down processing and Students' Predictions
Learners' Interpretation and Negotiation
The Role of the Teacher as a Model
Theoretical Implications
Methodology
Data Collection
Questionnaire
Focus Group
Ethics
Validity and Reliability
Limitations
Findings and Discussion
Findings
Questionnaire Findings (Section 1)
Attitudes towards the Role of Cultural Awareness in Learning English
Attitudes towards the Suitability of Authentic Texts
Attitudes towards the Role of Authentic Texts in Enhancing Communicative Competence
Attitudes towards the Role of Interactive Activities in Improving the Understanding of Texts
Questionnaire Findings (Section 2)
Questionnaire Findings (Section 3)
Questionnaire Findings (Section 4)
Focus Group Findings
Discussion
Implications and Conclusion
Implications.
Conclusion
Appendices
Questionnaire
Focus Group: Structure and Questions
Details of the Anonymous Email
Initial Questionnaire with Open-Ended Questions
Follow-up Questions
Feedback to a Conducted Focus Group
Table of Contents:
Abstract
Table of Figures
List of Abbreviations
Introduction
The Importance of this Study and of Learner Autonomy
Research Questions
The Structure of this Study
Literature Review
Autonomy and Authenticity
Autonomy: Definitions and Main Characteristics
Criticism against Learner Autonomy
Defense of Learner Autonomy
Acquisition and Learning
Authenticity or Autonomy
Authentic Reading Materials and EFL Classroom....
Authentic Reading Materials: Definition and Characteristics Authentic vs. Artificial Materials
Advantages of Authentic reading Materials
Disadvantages of Using Authentic Reading Materials
Authentic Reading Materials and the Learner's Role
Text and Task Selection
Top-Down processing and Students' Predictions
Learners' Interpretation and Negotiation
The Role of the Teacher as a Model
Theoretical Implications
Methodology
Data Collection
Questionnaire
Focus Group
Ethics
Validity and Reliability
Limitations
Findings and Discussion
Findings
Questionnaire Findings (Section 1)
Attitudes towards the Role of Cultural Awareness in Learning English
Attitudes towards the Suitability of Authentic Texts
Attitudes towards the Role of Authentic Texts in Enhancing Communicative Competence
Attitudes towards the Role of Interactive Activities in Improving the Understanding of Texts
Questionnaire Findings (Section 2)
Questionnaire Findings (Section 3)
Questionnaire Findings (Section 4)
Focus Group Findings
Discussion
Implications and Conclusion
Implications.
Conclusion
Appendices
Questionnaire
Focus Group: Structure and Questions
Details of the Anonymous Email
Initial Questionnaire with Open-Ended Questions
Follow-up Questions
Feedback to a Conducted Focus Group
From the Paper:
"Advocates of learner autonomy believe that its principles could create a suitable environment in which students find strong motives for acquiring the target language unconsciously. Such an environment is argued to be created gradually by well-prepared teachers who have to consider the fact that not all learners have the same capability to develop the same degree of autonomy . Besides his belief in the crucial role of the teacher inside the classroom, Holec also suggests that autonomy "can be done with other learners or with outside help.""Sample of Sources Used:
- Abercrombie, D. (1948) 'The Social Basis of Language', ELT Journal, 2 (6), 1-11.
- Barr, R. P., Kamil, M. L., Mosenthal, P. B. and Pearson, P. D., eds. (1996) Handbook of Reading Research (vol. 2) , New Jersey: Lawrence Erlbaum.
- Benson, P. (1997) 'The Philosophy and Politics of Learner Autonomy', in Benson, P. and Voller, P. (eds.), Autonomy and independence in language learning, 18-34.
- Benson, P. and Voller, P., eds. (1997) Autonomy and independence in language learning, London: Longman.
- Berardo, S. A., (2006) 'The Use of Authentic Materials in the Teaching of Reading', The Reading Matrix, 6 (2), 60-69.
Cite this Dissertation or Thesis:
APA Format
EFL Adult Learners (2010, January 19)
Retrieved September 30, 2023, from https://www.academon.com/dissertation-or-thesis/efl-adult-learners-118278/
MLA Format
"EFL Adult Learners" 19 January 2010.
Web. 30 September. 2023. <https://www.academon.com/dissertation-or-thesis/efl-adult-learners-118278/>