http://hdl.handle.net/1842/2274 2013-06-13T01:23:50Z 2013-06-13T01:23:50Z Marcus, Geetha http://hdl.handle.net/1842/6552 2013-01-23T14:29:55Z 2012-01-01T00:00:00Z

Title: A Question Of Peace: A Case Study Of The Peace Museum, UK Authors: Marcus, Geetha Abstract: In light of the Edinburgh Peace Initiative currently under discussion, this study explains concepts of peace and the context for establishing a new museum by focusing on a preexisting case study. In 1994 the city of Bradford opened The Peace Museum, which is recognised as the only one of its kind in the United Kingdom. This thesis investigates the idea of the Museum as a physical expression of projecting public discussions about peace. I consider the premise on which the Bradford museum was based, an analysis of its aims, objectives and achievements, and the way in which it serves as a paradigm. In addition to a focused review of the literature on peace studies, I incorporate interviews with principles involved in both the Edinburgh and Bradford projects, together with evidence gathered during fieldwork at the site. The synthesis of this research informs a view and set of questions about the outcomes and challenges of such formalised peace initiatives.

2012-01-01T00:00:00Z Nishimura, Toshihiro http://hdl.handle.net/1842/6512 2012-11-13T11:05:15Z 2012-11-01T00:00:00Z

Title: Teachers’ questioning techniques employed in Japanese senior high school’s English class and the perceptions of three Japanese English teachers Authors: Nishimura, Toshihiro Abstract: Today, English education in Japanese high schools is facing a major change. The Course of Study for English in senior high schools, which has emphasised the importance of developing students’ ‘communication abilities’ for past few decades, announced a new policy in 2009 suggesting that teachers primarily use the English language for teaching (this will be enforced in full as of the next academic year, in 2013). However, it is said that teachers are still relying on the traditional method in their classrooms, which employs a more teacher-centred, instruction-based approach, despite the need to apply a more student-centred, interaction-based approach. In this respect, although it is necessary for Japanese English teachers to adapt to teaching in English, ‘teachers’ questioning’, as one form of classroom interaction, is considered one way to make their classes more communicative. Hence, three English teachers in Japanese senior high schools were interviewed in order to explore their perceptions of the effectiveness of questioning techniques, using a sample lesson plan that included different types of questions. The interviews showed a gap between what teachers considered effective questions and what they actually asked in classrooms. Furthermore, the teachers revealed the existence of external factors that affected the questioning techniques they employed in their lessons.

2012-11-01T00:00:00Z Webster, Andrew http://hdl.handle.net/1842/6102 2012-11-27T11:46:55Z 2011-12-01T00:00:00Z

Title: An introspective account and critical evaluation of an e-moderator's experience teaching in an online pilot EFL course Authors: Webster, Andrew Abstract: This dissertation explores the role of the e-moderator, taking account of the skills required, and the processes involved, in creating and teaching an online English as a Foreign Language (EFL) course. It also details those theories which are applicable to online learning and how they are represented through various models, thus creating a framework to assist the emoderation process. In particular, Salmon's five-stage model (2004) is analysed to assess its effectiveness in helping to prepare a new e-moderator to teach in an online environment. Qualitative self-study research is conducted involving an analysis of the e-moderator's reflective journal. This method can be particularly insightful, uncovering the e-moderator's beliefs, perceptions and challenges encountered throughout the process. Thus, in-depth data is collected and used in evaluating an approach to e-moderation. It reveals how Salmon's fivestage model and others can be considerably helpful although not sufficient, in themselves, for successful online teaching and learning. In this regard, a critical appraisal and detailed analysis of Salmon's model relating to this research, is conducted to assess the skills required to become a successful e-moderator. This research reveals not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards from the e-moderation process. Such research can encouragingly provide other practitioners with a valuable insight into the process and leads to recommendations demanding further research. In conclusion it is apparent that using systematic frameworks, such as Salmon's five-stage model, are extremely useful for effective scaffolding but are not sufficient on their own in producing a successful e-moderation process. It is suggested therefore, that additional support and continual encouragement should be provided to motivate and engage students in both synchronous and asynchronous interactions. Moreover, consideration should be given to specific pedagogy and social cultural factors when designing and implementing an online course.

2011-12-01T00:00:00Z Gowans, Susan http://hdl.handle.net/1842/6101 2012-11-27T11:46:47Z 2011-12-01T00:00:00Z

Title: Communication Strategy Use: An Exploratory Case Study of an EFL Lesson in Second Life Authors: Gowans, Susan Abstract: This paper reports the findings of an exploratory case study examining communication strategy use between three adult EFL learners and their teacher from diverse cultural backgrounds, whilst incorporating voice and text chat during meaning focused conversation tasks in Second Life. The analysis of the session transcript revealed that participants employed many of the communication strategies concomitant with face-to-face interactions for effective conversation management. The data also revealed that the participants' adapted their communication strategies to suit the Second Life platform; thus overcoming conversational ambiguities from the absence of paralinguistic signals. In addition, discourse analysis of the transcript offered further insight into power relations, politeness and risk taking and provided signs of socio-cultural learning and language development parallel to Second Language Acquisition (SLA) theory. Finally, the paper concludes that the modalities provided by the Second Life platform offer learners an alternative for communication and showing presence during discussion. It also concludes that teacher facilitation and continued support is important to engage learners into the virtual environment to mediate the acclimatisation of the new surroundings and encourage them to take risks; thus taking control of their learning and autonomous practice. It evaluates the strengths of using Second Life for language teaching and learning and provides a direction for future research.

2011-12-01T00:00:00Z