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You searched for +publisher:"University of Victoria" +contributor:("Evans, Peter O,"). Showing records 1 – 2 of 2 total matches.

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University of Victoria

1. Potter, Kritchada. A culture-based instructional program for teaching Thai language to foreigners.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

The purpose of this study is to examine and develop an instructional program for teaching the Thai language and culture to foreigners. This program combines the teaching of the Thai language and culture together in the belief that learning them together helps one to learn a second language effectively. The program is designed to teach communication through speaking and listening for a specific target audience, namely Westerners whose mother tongue is English, or who understand English very well. The content of the language and culture in this program emphasises Thai words based upon the basic needs of daily life, and the necessary phonological and syntactical patterns. The content of Thai culture is based upon the basic needs of daily life influenced by Buddhism and the Ramayana. The program Is designed for learners to complete in a relatively short time. It contains 15 units, each of which has a language part and a culture part. Each unit is designed for completion in approximately two hours, plus extra practice time. The program can be used in three ways: self-instructionally, tutorially, and in Thai language and culture classes. The program is suitable for foreigners who require a basic knowledge of the Thai language and culture prior to visiting Thailand. The design of this instructional program is based upon the four steps of a systems approach to instruction: (1) analysis, (2) synthesis, (3) modelling and (4) simulation. The analysis step begins with a brief description of the present relationship between Thailand and the West, pointing out that foreigners who have business dealings with Thailand may now find it useful to learn basic Thai language and culture prior to visiting Thailand. At the present time there are few if any appropriate materials or methods for effectively teaching the Thai language and culture to foreigners. The synthesis step provides the design and development of an Instructional program relating the theories and practices of teaching Thai as a second language, to instructional technology. The modelling step comprises the design of the organization and presentation of program materials, including organization of the content of selected language and culture parts in each unit to fit appropriate instructional media. Simulation involves evaluating the instructional program to make sure that it works in real-life situations. The complete lesson plans for the first six units of the program are in Appendices A and B. This program has been evaluated twice by five Thai academic judges. Between 1989 and 1991 it was evaluated by three groups of adult students in Thai Language and Culture classes at the University of Victoria; with a group of sixteen students of the Pacific Rim project: Future Partners; and with individual students in private, tutorial and self-instructional situations in Victoria who required basic knowledge of the Thai language and culture prior to visiting Thailand The results of these evaluations are included in Appendix C. Recommendations… Advisors/Committee Members: Evans, Peter O. (supervisor), Harris, Barbara P. (supervisor).

Subjects/Keywords: Thai language; Study and teaching; Foreign speakers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Potter, K. (2018). A culture-based instructional program for teaching Thai language to foreigners. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9543

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Potter, Kritchada. “A culture-based instructional program for teaching Thai language to foreigners.” 2018. Thesis, University of Victoria. Accessed April 19, 2019. https://dspace.library.uvic.ca//handle/1828/9543.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Potter, Kritchada. “A culture-based instructional program for teaching Thai language to foreigners.” 2018. Web. 19 Apr 2019.

Vancouver:

Potter K. A culture-based instructional program for teaching Thai language to foreigners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Apr 19]. Available from: https://dspace.library.uvic.ca//handle/1828/9543.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Potter K. A culture-based instructional program for teaching Thai language to foreigners. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9543

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

2. Mather, David Stead. Dual-task interference effects in early adolescents who differ in reading and spelling abilities.

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

Few studies have investigated the differences between poor readers/poor spellers (SRD) and good readers who demonstrate unexpectedly poor spelling skills (SSD). Those that have done so have been mainly concerned with searching for psycholinguistic similarities and differences. This dissertation project is believed to be the first comparison of the two disorders on a task that did not involve the use of alphanumeric stimuli. From a review of neuropsychological and language arts research into reading and spelling failure, it was hypothesized that both SSD and SRD might be differentiated from good reader/superior spellers (GRS) by their responses to a line orientation task which had been proven to be a valid indicator of right hemisphere function. A previous study had found that this task, presented concurrently with right or left hand tapping, discriminated between good and poor Native Indian readers (Stellern, Collins, Cossairt & Gutierrez, 1986). The theoretical underpinning of the current study suggested that these results may have been more closely related to spelling than reading ability. Empirical support for this hypothesis was sought by comparing the performance of SSD, SRD and GRS early adolescents on the concurrent tapping-line orientation judgement task. The data supported this hypothesis in that the SSD and SRD groups differed from the GRS group in demonstrating significantly more tapping interference in the right hand condition. Unexpectedly, however, all three groups performed similarly with respect to rate and accuracy in judging line orientation. As these results were ambiguous as to whether the right hand tapping interference experienced by the poor spellers was the result of differences in hemisphere processing of spatial stimuli, other possible explanations are considered in the discussion. Advisors/Committee Members: Evans, Peter O, (supervisor), Joschko, Michael (supervisor).

Subjects/Keywords: Reading disability; Spelling disability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mather, D. S. (2018). Dual-task interference effects in early adolescents who differ in reading and spelling abilities. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Thesis, University of Victoria. Accessed April 19, 2019. https://dspace.library.uvic.ca//handle/1828/9621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Web. 19 Apr 2019.

Vancouver:

Mather DS. Dual-task interference effects in early adolescents who differ in reading and spelling abilities. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Apr 19]. Available from: https://dspace.library.uvic.ca//handle/1828/9621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mather DS. Dual-task interference effects in early adolescents who differ in reading and spelling abilities. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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