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ادراکات و تجربیات زبان آموزان انگلیسی، والدین زبان آموزان انگلیسی و معلمان دبیرستان در کلاس آموزش عمومی
The Perceptions and Experiences of English Language Learners, Parents of English Language Learners, and High School Teachers in the General Education Classroom
This study examined the perceptions and expectations of English Language Learners (ELLs), their parents, and teachers in general education classrooms. The researcher utilized qualitative data to gain insight into how ELLs feel, interact, get support, and communicate in a general education classroom. The research also contributed understanding of how ELL parents feel, interact with, get support, and communicate with the general education teachers and administrators. Along with insight into the perspectives and experiences of ELLs and parents of ELLs, this research gave account of the training of general education teachers of ELLs and how these teachers feel, reach, teach, interact, give and receive support, and communicate with the ELLs and their parents. The researcher utilized face-to-face interviews and audio-recordings to gather data from each sample group; data were transcribed and then analyzed to identify common themes. Two emerging themes were found through the analysis of the lived experiences of the ELLs, their parents, and general education teachers. Primarily, the English for Speakers of Other Languages teacher and program were a great benefit to the ELLs, parents of ELLs, and the general education teachers regardless of their varying expectations. Further studies should explore others’ perspectives of ELL education by including different populations such as other schools or districts, various grade levels, or counselors. Additionally, a longitudinal study would be beneficial to explore the development of perspectives and experiences over time.
زبان آموزان زبان انگلیسی و استفاده از متن زبان خانگی در کلاس های هنرهای زبان انگلیسی متوسطه
English Language Learners and Home Language Text Use in Secondary English Language Arts Classrooms
This qualitative phenomenological study dissertation provides an overview of a problem of practice: the disengagement of English language learners in the secondary English language arts classroom. The researcher would like to determine how secondary English language arts teachers effectively incorporate one well-researched, yet infrequently used intervention: the integration of home language texts to teach transferable English language arts skills to English language learners. An overview of relevant literature about the topic is included and multiple research questions for further study are provided. An action research phenomenological study to address the research questions along with the findings from the implementation of the plan of action are described, and recommendations for further study are offered.