留学生英语教学毕业论文 [11]
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2014-11-08编辑:zcm84984点击率:28383
论文字数:13245论文编号:org201411062241185962语种:英语 English地区:加拿大价格:免费论文
关键词:英语教学Education EssayEnglish Language Teaching英语教学
摘要:本文是一篇留学生英语教学论文,从学校董事、社区学生的父母和学习者那里无数的讨论中我们得到一些轶事证据,大多数学生是想学英语的,但学校不能满足他们英语教学的要求,因为他们缺乏老师,教室,学习和教学材料。
yond learning hours. To
encourage the students who are not good at English to study it.
Factors
to Improve English Language Teaching
Teaching
Skills and Methods
Language
Improvement
Subject
Knowledge Matter
Motivation
Students
English Learning
Figure
4. Conceptual Framework of teaching English language to achieve quality and
effectiveness
CHAPTER
III
METHODOLOGY
3.1.
Research Design
In
order to get answers to the research questions and achieve the research
objectives, this study employed qualitative method as semi-structured
interviews (individual questionnaires and class observation checklist). It was
designed in the forms of individual interview and class observation to be
conducted at one upper secondary school in Takeo Province where school
management agreed to allow researcher to conduct this study within that school
because researcher has had a good connection with that school management.
Creswell (1998) described a qualitative method as “a type of educational
research in which the researcher relied on the views of participants; asked
broad, general questions; collected data consisting largely of words (or text)
from participants; described and analysed these words for themes; and conducted
the inquiry in a subjective, biased manner” (p. 56). Merriam (1998) asserted
that in qualitative research, “the researchers are interested in understanding
the meaning people have constructed” (p. 6). Further, the researcher normally
employed an inductive strategy to analyse data (Merriam, 1998). The major goal
of qualitative research was to “understand a phenomenon by focusing on the
total picture rather than breaking it down into variables” and to see “a
holistic picture and depth of understanding, rather than a numeric analysis of
data” (Ary, et al., 2009, p. 29).
3.2.
Research Tools/Instruments
Information
collected by the first individual interview by using (Appendix A) and classroom
observation checklist sheet (Appendix B). Each individual interview was
conducted for approximately 60 minutes and class observation was a
two-teaching-hour for each teacher for further understanding and to ensure
validity of answers related to sensitive questions.
Please
detail your tools.
3.3.
Site, population, sample size and sampling method
Participants
were selected based on convenient-purposive criterion sampling because
researcher aims to explore in detail participants related to barriers of teaching
English language to achieve quality and effectiveness. Only five of all English
(a total of 15 teachers of English) at that upper secondary school at Takeo
Province were the respondents of individual interview and those were conducted
class observation again one week later to reflect and additionally compliment
to their first responses. All respondents had to teach at grade 9 or over
without thinking on aging and gender.
Please
describe your participants one by one.
3.4.
Data Collection Procedures
The
research was undertaken after data collection tools design completed, get
approval from
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