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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 21 – 40 of 49 21 Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan Reid, Robin David. - : Victoria University of Wellington, 2015 BASE Show details 22 The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes Manning, Shaun Justin. - : Victoria University of Wellington, 2014 BASE Show details 23 Incidental Learning of Collocation Webb, Stuart; Newton, Jonathan; Chang, Anna In: Language learning. - Hoboken, NJ : Wiley 63 (2013) 1, 91-120 OLC Linguistik Show details 24 Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks Nguyen, Thi Bao Trang. - : Victoria University of Wellington, 2013 BASE Show details 25 Writing to learn via text chat: task implementation and focus on form Adams, Rebecca; Nik Aloesnita Nik Mohd Alwi; Newton, Jonathan In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 21 (2012) 1, 23-39 BLLDB OLC Linguistik Show details 26 Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students Wai-Cook, Misty So-Sum. - : Victoria University of Wellington, 2012 BASE Show details 27 Teaching second languages for the workplace Newton, Jonathan; Kuśmierczyk, Ewa In: Annual review of applied linguistics. - Cambridge, Mass. [u.a.] : Univ. Press 31 (2011), 74-92 BLLDB OLC Linguistik Show details 28 An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam Ho, Si Thang Kiet. - : Victoria University of Wellington, 2011 Abstract: Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural world. Language and culture are seen as interwoven and inseparable components and therefore learning a foreign language inevitably means learning about other ways of being and behaving. Many foreign language programmes around the world, particularly in North America, Europe, Australia and New Zealand, have adopted an intercultural pedagogy which seeks to integrate into the language teaching experience opportunities for developing intercultural competence for language learners. This study investigates intercultural teaching and learning in tertiary EFL classrooms in Vietnam, a context in which intercultural approaches to language teaching and learning have not been widely considered. The study consisted of three phases. The first phase involved a curriculum review in which I critically evaluated the extent to which culture and culture learning are represented in the curriculum frameworks for tertiary EFL programmes and in the national education policy on foreign language education in Vietnam. The findings showed that the importance of culture and culture learning is not emphasised, and the designation of culture to separate culture courses establishes a separate status, construct and treatment of culture and culture learning in the EFL programmes. In the second phase of the study, I analysed the perceptions of fourteen Vietnamese EFL teachers and two hundred Vietnamese EFL students on culture in language teaching and learning, and their classroom practices. The findings indicated that the teachers' beliefs about culture teaching revealed a predictable priority for teaching language rather than culture. Their culture teaching practices were greatly influenced by their perceptions and beliefs regarding culture in language teaching. The students also treated culture as a subordinate priority in language learning. Overall, they found culture learning beneficial for their language learning and supported the teachability of language and culture in EFL classes. Both the teachers and students identified a number of constraints that restricted their opportunities and motivation to engage in teaching and learning culture. The third phase of the study involved an empirical study investigating the effect of adopting an intercultural stance in English speaking lessons on the development of the learners' intercultural competence. Over a nine-week teaching period, eighteen English speaking lessons (90 minutes / lesson / week) for two equivalent, intact classes (seventy-one students) were observed. For one class, the lessons were adapted to reflect the principles of intercultural language learning. For the other, no changes were made. The results showed that the intercultural competence of learners in the intercultural class increased by significantly more than that of learners in the standard class. In particular, the students in the intercultural class were able to better articulate ethnorelative awareness and attitudes towards their home culture and the target culture. The findings also showed that the reflective journal was an effective tool to assess learners' process of acquiring intercultural competence, particularly affective capacities that are not easy to evaluate by other means. Overall, the study provided evidence for the feasibility of intercultural teaching and learning in tertiary EFL classrooms in the Vietnamese context. It also showed that intercultural teaching and learning cultivated learners' affective capacities which are often overlooked in the EFL classroom. It is hoped that the study can inform the work of curriculum designers, education policy-makers as well as EFL teachers and students for the implementation of intercultural language teaching and learning in Vietnam and elsewhere. Keyword: Intercultural teaching; Learning URL: http://hdl.handle.net/10063/4447 http://restrictedarchive.vuw.ac.nz//handle/123456789/6381 BASE Hide details 29 Applying linguistic research to real world problems: the social meaning of talk in workplace interaction Holmes, J.; Joe, Angela; Marra, Meredith. - : De Gruyter Mouton, 2011 BASE Show details 30 The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development Truong, Hong Hue Minh. - : Victoria University of Wellington, 2010 BASE Show details 31 Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication Nik Mohd Alwi, Nik Aloesnita bt.. - : Victoria University of Wellington, 2010 BASE Show details 32 Designing research to track socio-pragmatic skills among professionally qualified workers Holmes, J.; Marra, Meredith; Newton, Jonathan. - : Applied Linguistics Association of New Zealand, 2009 BASE Show details 33 Interactions during teacher-fronted class time of English classes in a Chinese university Xie, Xiaoyan. - : Victoria University of Wellington, 2008 BASE Show details 34 Enhancing socio-pragmatic skills among professional qualified workers Holmes, J.; Joe, Angela; Marra, Meredith. - : Victoria University of Wellington, 2008 BASE Show details 35 New light on speech acts Pagin, Peter (Mitarb.); Shinzato, Rumiko (Mitarb.); Mooney, Annabelle (Mitarb.)... In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 36 (2004) 5, 831-1005 BLLDB Show details 36 Expletives as solidarity signals in FTAs on the factory floor Daly, Nicola; Holmes, Janet; Newton, Jonathan... In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 36 (2004) 5, 945-964 OLC Linguistik Show details 37 Expletives as solidarity signals in FTAs on the factory floor Daly, Nicola; Holmes, Janet; Newton, Jonathan... In: Journal of Pragmatics (JoP) 36 (2004) 5, 945-964 IDS Bibliografie zur Gesprächsforschung Show details 38 Face threatening talk on the factory floor : using authentic workplace interactions in language teaching Newton, Jonathan. - : AMEP Research Centre, 2004 BASE Show details 39 Articles - Options for vocabulary learning through communication tasks Newton, Jonathan In: ELT journal. - Oxford : Oxford University Press 55 (2001) 1, 30-37 OLC Linguistik Show details 40 Reviews - Oxford Introductions to Language Study: Sociolinguistics Newton, Jonathan; Spolsky, Bernard In: ELT journal. - Oxford : Oxford University Press 54 (2000) 3, 301 OLC Linguistik Show details Page: 1 2 3

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