Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Acquisition of competence.
Dissertationen zum Thema „Acquisition of competence“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Acquisition of competence" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Cheetham, Graham. „The acquisition of professional competence“. Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/3487/.
Der volle Inhalt der QuelleAnnotation:
The research began by examining professions, both historically and as they are today. It went on to investigate the nature of professional practice and professional competence. In particular, it attempted to throw fresh light on how professional competence is acquired and maintained. The research consisted of an extensive literature study and empirical work which included in- depth interviews with practitioners from 20 different professions. This was followed by a series of larger-scale postal surveys across six of these. The chosen professions ranged from traditional ones, including the Church, the Bar and Medicine, to newer professional-type occupations, such as Training, Personnel Management and Information Technology Consultancy. A total of 80 people were interviewed and a further 372 completed survey questionnaires. Following a review of existing models of competence, a new, 'provisional model of professional competence' was developed. This drew on a number of earlier models and related concepts, and was influenced by both reflective practitioner and competence based approaches to professional development. The new model was exposed to expert and academic criticism through a series of conference and journal papers, comments being received from a total of 70 people. The model was also tested empirically, after which a revised version was developed. The empirical stage of the research had a number of strands, in addition to being used for testing the model. It examined the nature of modem professions and tested the validity of certain characteristics traditionally associated with professions - altruism, autonomy, self- regulation, etc. It also examined the nature of professional practice and tested the validity of two competing epistemologies - 'technical-rationality' and 'knowing-in-action' (reflective practice). It investigated how professional competence is acquired, examining the contribution made by both formal development programmes and various kinds of informal experience to which practitioners are exposed. It sought to identify the conditions and environments that are important to professional learning, especially in early practice. Finally, it looked at how professionals maintain their competence through personal learning and continuing professional development (CPD). Both qualitative and quantitative methods were employed throughout. Analysis of results led to the identification of 12 general learning processes or 'learning mechanisms'. These formed the basis of a taxonomy which was used to classify the range of informal learning experiences and events reported by respondents. Outputs from the research included: "a new model of professional competence; "a taxonomy of informal professional learning methods; "a proposed new (or modified) epistemology of professional practice; "a proposed new paradigm of professional development, together with a linked self- development paradigm; an exemplar professional development model; and "a number of practical suggestions for improving professional development programmes. The research has contributed to knowledge by throwing new light on the nature of both professional practice and professional competence, and providing insights into the ways in which people become effective in their professional roles
2
Nehmzow, Ulrich. „Experiments in competence acquisition for autonomous mobile robots“. Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/582.
Der volle Inhalt der QuelleAnnotation:
This thesis addresses the problem of intelligent control of autonomous mobile robots, particularly under circumstances unforeseen by the designer. As the range of applications for autonomous robots widens and increasingly includes operation in unknown environments (exploration) and tasks which are not clearly specifiable a priori (maintenance work), this question is becoming more and more important. It is argued that in order to achieve such flexibility in unforeseen situations it is necessary to equip a mobile robot with the ability to autonomously acquire the necessary task achieving competences, through interaction with the world. Using mobile robots equipped with self-organising, behaviour-based controllers,experiments in the autonomous acquisition of motor competences and navigational skills were conducted to investigate the viability of this approach. A controller architecture is presented that allows extremely fast acquisition of motor competence such as obstacle avoidance, wall and corridor following and deadend escape: these skills are obtained in less than five learning steps,performed in under one minute of real time. This is considerably faster than previous approaches. Because the effective wiring between sensors and actuators is determined autonomously by the robot, sensors and actuators may initially be wired up arbitrarily,which reduces the risk of human error during the setting up phase of the robot. For the first time it was demonstrated that robots also become able to autonomously recover from unforeseen situations such as changes in the robot's morphology, the environment or the task. Rule-based approaches to error recovery obviously cannot offer recovery from unforeseen errors,as error situations covered by such approaches have to be identified beforehand. A robust and fast map building architecture is presented that enables mobile robots to autonomously construct internal representations of their environment, using self-organising feature maps. After a short training time the robots are able to use these self-organising feature maps successfully for location recognition. For the first time the staged acquisition of multiple competences in mobile robots is presented. First obtaining fundamental motor competences such as wall following and deadend escape (primary skills), the robots use these in a second stage to learn higher levels of competence such as the navigational task of location recognition (secondary skills). Besides laying the foundation of autonomous, staged acquisition of high level competences, this approach has the interesting property of securely grounding secondary skills in the robot's own experience, as these secondary skills are defined in terms of the primary ones.
3
Sherr, Avrom. „Competence and skill acquisition in lawyer client interviewing“. Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/2541/.
Der volle Inhalt der QuelleAnnotation:
This study considers the competence of lawyers. in carrying out the work of interviewing their clients and the value of training and experience in acquiring client interviewing skills. Literature on legal skills is first surveyed to assist in understanding the concept and help decide on methodology. Literature on client, interviewing' and the educational value of experiencee reviewed to provide background to subsequent studies. The first study provides an overall framework for solicitors' work and monitors, through observation and questionnaire, the work of a number of solicitors over a four day period. Client interviewing is found to take up a larger proportion of solicitors' professional work than other categories noted, and observation proves to be a more sound basis for studying detail than a questionnaire approach. The second study assesses the competence of 27 new trainee solicitors at interviewing clients through a detailed monitoring of their performance over thirteen tasks using eighteen different techniques and providing thirteen heads of information. Their performance exhibited many of the deficiencies recognised in the literature. The trainees were then randomly allocated to three treatment groups. One group received full training, one received training without audio-visual feedback of first interviews and the third (control) received no training at all. They all then undertook a second interview which was similarly assessed. Training was found significantly to enhance performance over the spectrum of measurement, an audio-visual feedback) especially enhanced behavioral aspects of performance. In the final study, solicitors and trainees ranging widely in experience were videotaped interviewing their clients and similarly assessed. Experience was not found to have- the expected effect of enhancing performance significantly except in some minor respects, but it did increase the feeling of confidence in interviewing ability. In conclusion, suggestions are made for stronger linking of training with experience in the production of new lawyers.
4
Christmann, Leandro. „Acquisition of meiotic competence in growing porcine oocytes“. Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339451.
Der volle Inhalt der Quelle
5
AL-ISMAIL, YAZID A. „TOWARDS AN INTEREST-BASED APPROACH TO TERMINOLOGICAL COMPETENCE ACQUISITION“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499860593150818.
Der volle Inhalt der Quelle
6
Pople, Jan. „Acquiring communicative competence : a case study of language socialization /“. Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19882452.
Der volle Inhalt der Quelle
7
Kramer, Anneke. „Acquisition of clinical competence during postgraduate training in general practice“. [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 2003. http://arno.unimaas.nl/show.cgi?fid=6330.
Der volle Inhalt der Quelle
8
Wills, Frank. „Therapeutic attitudes and the acquisition of competence during CBT training“. Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/757fa4c4-a22f-4d29-8536-7a196a07cde1.
Der volle Inhalt der QuelleAnnotation:
Psychotherapy has differentiated into models of practice based on diverse principles. Current policies in the UK favour expansion of empirically supported treatments, especially cognitive behaviour therapy (CBT). This is likely to result in therapists seeking training in CBT after previously adhering to other models.
9
Rahmatian, Rouhollah. „Acquisition d'une competence linguistique en français chez des étudiants iraniens“. Toulouse 2, 1996. http://www.theses.fr/1996TOU20065.
Der volle Inhalt der QuelleAnnotation:
Cette etude porte sur la competence linguistique des etudiants iraniens lors de l'apprentissage du francais. Elle presente l'apprentissage du francais en iran. La premiere partie de cette these decrit la situation geographique, l'histoire et la langue persane ainsi que l'enseignement des langues etrangeres notamment la situation du francais dans ce pays. La deuxieme partie est consacree a l'etude comparative. Nous y decrirons l'interet de l'etude comparative dans l'enseignement des langues etrangeres. Dans cette partie nous realisons une etude comparative entre le francais et le persan sur le syntagme nominal (le nom, le genre, le nombre, le determinant. . . ) et le verbe (les notions, les morphologies, les classes, les fonctions, les complements, les temps grammaticaux et l'emploi des verbes dans les deux langues. L'etude comparative nous permet de prevoir les difficultes des etudiants dans leur apprentissage du francais et de les resoudre. La troisieme partie est une etude sur l'interlangue. Dans cette partie, pour justifier nos hypotheses, nous presentons deux corpus (resultas des tests realises aupres des etudiants iraniens a toulouse et en iran). Au terme de cette recherche, nous presentons le bilan d'ensemble, perspectives et les propositions didactiquesThis study is a didactic research about the linguistic competence of the persian students in their learning of french. First of all, it presents the polemic in foreign language teaching and the situation of french teaching in iran. The first part concerns the history of iran, and the teaching of the foreign languages, specially the situation of the french language in iran. The second part is about the theoretical problems : contrastive analysis, terminology, method. This part is a real contrastive analysis : nominal syntax (noun, gender, number, determinent, adjective. . . ) and verb (notion, morphology, classes, functions, complements, tenses, and use of verbs in two languages). The comparison of predictable difficulties with caused errors helps to understand better and solve persian students' problems in learning french. In the third part we will present theories about interference and error analysis. The result of our test evaluation, applied in classes, will be presented for justify our hypothesis of the contrastive study. It offers thus pedagogical suggestions
10
Echeverría, Daniela, Gregorio Godoy, Carolina Norambuena, Marcela Rivera, Quirian Sani, Eduardo Tapia, Consuelo Toro, Katherine Varas und Javiera Zamora. „Acquisition of Lexical Competence in English as a Second Language“. Tesis, Universidad de Chile, 2007. http://repositorio.uchile.cl/handle/2250/110496.
Der volle Inhalt der Quelle
11
Malmström, Malin. „Competence acquisition and competitive advantages : an empirical study of small firms /“. Luleå : Luleå University of Technology, 2007. http://epubl.ltu.se/1402-1544/2007/01/.
Der volle Inhalt der Quelle
12
Malmström, Malin. „Competence acquisition and competitive advantages : an empirical study of small firms“. Doctoral thesis, Luleå tekniska universitet, Industriell Ekonomi, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-16855.
Der volle Inhalt der QuelleAnnotation:
Competence acquisition in small firms is an under-researched area. The purposes of the entire thesis are, to describe how small firms acquire competence, to create an understanding by identifying factors that can affect how small firms handle competence acquisition, and why these factors affect the acquisition of competence, and to develop and test a model about competence acquisition. The study draws upon the resource-based view, the competence-based view, the strategy literature and entrepreneurship literature. A model about competence acquisition in small firms is developed and tested. Predictors identified are the entrepreneur's experiences, the entrepreneur's tolerance for ambiguity, the business concept and the competence base of the firm and these are found to be relevant factors for explaining actions in competence acquisition. In addition, time and trust are two aspects found to be central for understanding competence acquisition in small firms. A Pecking order in use of competence acquisition modes is apparent among small firms actions where an internal acquisition mode is the most used mode followed by the social network modes and the least used modes are the market acquisition modes.Godkänd; 2007; 20070122 (ysko)
13
Fox, C. A. „The origin and development of narrative competence in young pre-literate children“. Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379115.
Der volle Inhalt der Quelle
14
Alsahil, Asma, und Asma Alsahil. „Social Networking Mediated Intercultural Communicative Competence: Affordances and Constraints“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621308.
Der volle Inhalt der QuelleAnnotation:
In the last few decades, Internet mediated intercultural competence has received a great attention in the field of applied linguistics and foreign language (FL) education especially with the evolution of web 2.0 technologies and social networking sites that facilitate interaction and communication between different cultural communities and individuals. Research in the field of Online Intercultural Exchange (OIE) is extremely varied and researchers have focused their attention on various aspects of OIE such as promoting intercultural communicative competence (Belz, 2002; O'Dowd, 2003; Schenker, 2011; Muller Hartman, 2000), facilitating online relationship building (Ware, 2005; Thorne, 2003, Jin & Erben, 2007) and improving writing skills (Ware, 2005; O'Dowd, 2003), developing pragmatic competence (Kinginger & Belz, 2005). Despite the plethora of research in this area, gaps in the literature still exist. First, literature lacks studies on language learners of less commonly taught languages (e.g. Arabic), (Thorne, 2006) and more importantly most of the studies are based on western contexts mainly in Europe and the USA. Second, few studies have explored the potentials of social networking sites on OIE projects in promoting intercultural learning (Aoki, 2009; Jin, 2015). In an effort to fill the gaps in the research, this study links English language learners (Saudis) with Arabic language learners (Americans) to investigate to what extent OIE on Facebook between these two groups of learners contributes to their intercultural communicative competence (ICC), specifically, exploring how and what are the components of Byram's model (ICC) manifested in the OIE project. Furthermore, it examined the affordances of Facebook in the OIE project according to students' use, practice and perception. Informed by a sociocultural framework, this study took a constructivist mixed methods approach to analysis of data from learners' online discourse on Facebook, the researcher's journal and observations, pre-survey, semi-structured interviews, and a questionnaire. Data analysis and interpretation revealed that when students' participation were mutually compatible, the students were able to build meaningful relationships, used a range of various questioning techniques, and engaged in genuine dialogue, OIE has a great potential for developing students' intercultural competence, as many objectives of Byram's ICC model were manifested. Findings also revealed that the project has strengthened Saudi students' cultural identity as they found the space to present their culture and country beyond the stereotypical image that dominates the media. As with regard to Facebook affordances, findings showed that the semiotic design and various semiotic resources of Facebook (e.g. multimodal posts, sharing, notification, friending, semi-automated features, etc.) afford students' engagement in intercultural discussion, students' collaboration, and students' interpersonal relationship building. The study also identified some of Facebook's constraints that limited students' participation due to technological, cultural and social factors. In sum this study illuminates the nature of online intercultural communication between Arabic and English language learners, contributing to the scarce research on this population. It also uncovers the unique affordances as well as constraints of Facebook on an OIE project. Based on this study, several pedagogical implications and suggestions are made for future research in the field of online intercultural exchanges.
15
Lee, Ruey-Hua. „Cell-cell interactions during acquisition of embryogenic competence in yam (Dioscorea spp.)“. Thesis, Imperial College London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265044.
Der volle Inhalt der Quelle
16
Yang, He. „Investigating L2 pragmatic competence and its relationship to motivation in an EFL context“. Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239399.
Der volle Inhalt der Quelle
17
Comeau, Liane. „The communicative competence of young French-English bilingual children /“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84497.
Der volle Inhalt der QuelleAnnotation:
The communicative competence of bilingual children involves a large array of skills---they must not only acquire the full range of communication skills of monolinguals but also learn when, how and with whom to use each language. This dissertation features three studies on the communication skills of bilingual children (French-English bilinguals aged 2.5 and 3 years from the Montreal area). Studies 1 and 2 explored these children's ability to make appropriate language choices by studying their responsiveness to two types of cues: The first study investigated whether children's language choice is influenced by their interlocutor's code-mixing; the second study examined whether children change their language in response to their interlocutor's requests for clarification following the children's use of the inappropriate language. The children demonstrated that they were capable of making on-line adjustments in their language choice in response to both types of cues, thereby showing that sensitivity to cues for language change is part of bilingual children's communicative competence from a young age. Study 3 compared bilingual and monolingual children's responses to requests for clarification following breakdowns in communication due to problematic aspects of their utterances such as speaking too softly or mispronouncing words. The findings revealed no significant differences between the bilingual and monolingual children's responses and suggest that the acquisition of conversational repair skills is not influenced by the simultaneous acquisition of two languages. Together, these three studies contribute to the understanding of the skills underlying children's ability to make appropriate language choices and suggest that the unique demands of bilingual interpersonal communication do not interfere with the acquisition of more general communication skills.
18
Ganeva, Veronika Veskova. „Acquisition of renogenic competence in the early mouse embryo and embryonic stem cells“. Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5907.
Der volle Inhalt der QuelleAnnotation:
The acquisition of renogenic competence (the ability to give rise to kidney) during embryonic development is not yet fully understood. Clarifying the temporal and molecular aspects of this process is equally essential for understanding excretory system development and for devising methods for successful differentiation of embryonic stem cells (ESCs) to renal cells for disease modeling, toxicology screening and potential cell replacement therapies. In embryo development, the metanephric (permanent) kidney arises as a result of inductive interactions between two embryonic structures that arise in the intermediate mesoderm - the ureteric bud (UB, a diverticulum of the Wolffian duct) and the metanephric mesenchyme (MM). The UB develops into the collecting duct system and the MM undergoes an epithelial-to-mesenchymal transition to form the secretory units of the kidney - the nephrons. In this thesis, I used a tissue disaggregation-reaggregation method that allows the reconstruction of mouse organotypic kidney rudiments to place different embryonic cells in the environment of a developing kidney and assess their potential to integrate into kidney epithelia and differentiate to renal cells. First, the suitability of this method was evaluated and a quantitative assay for evaluating the numbers of test cells integrating in various renal compartments was developed. Second, the reaggregation method was used to characterise the renogenic potential of undifferentiated mouse ESCs, ESC-derived cells after Notch inhibition, and cells derived from the presumptive nephrogenic regions of embryos at various stages of development. ESCs are isolated from the inner cell mass of an embryo and have the potential to differentiate to any tissue of the body when injected into mouse blastocysts. Strategies have successfully been devised for ESC differentiation to many lineages, but very few studies reported any success with the differentiation of ESCs to a renal lineage. Undifferentiated ESCs showed a very good ability to form chimeric structures with developing kidney tubules (both nephrons and extending UBs). Nevertheless, the resulting structures were morphologically different from renal epithelia in most cases and integrated ESC-derived cells were not positive for several combinations of kidney markers. These results suggested that the influence of the niche was not sufficient for a successful ESC differentiation to renal cells. Treatment of ESC with an inhibitor of the Notch pathway to increase the proportion of mesodermal cells did not improve this outcome. On the basis of these results, it was speculated that the earliest lineage to which embryonic stem cells must be differentiated in order to become competent to make renal cells should first be identified. I addressed this by determining the developmental stage at which cells able to contribute to the formation of metanephric epithelia first appear in mouse embryo development. When mixed in embryonic kidney reaggregates labelled cells isolated from the nephrogenic regions of E9.5 embryos integrated into various renal compartments. These cells were seen in UBs, nephrons, glomeruli and the condensing mesenchyme. Marker expression studies showed that the exogenous E9.5 cells expressed an array of kidney markers - Pax2 in renal epithelia and the condensing mesenchyme, Wt1 in glomeruli and Six2 in the condensing mesenchyme. Furthermore, exogenous E9.5 cells also co-expressed Pax2/Wt1 in the condensing mesenchyme, Megalin/Ecadherin in the proximal tubule and Pax2/E-cadherin in renal epithelia. This provides evidence that challenges the existing model and suggests that some cells from the intermediate mesoderm at a stage where the metanephric blastema is yet formed are competent to contribute to kidney structures. Furthermore, experiments with E8.5 embryos showed that such a renocompetence could be acquired even before the specification of intermediate mesoderm. These findings contribute to our knowledge about kidney cell specification and provide valuable information to guide future attempts to develop an efficient method for deriving renal cells from ESCs. Furthermore, the reported ability of ESC-derived non-kidney cells to form chimeric structures with renal tubules provides a proof-of-principle that it might be possible to use exogenous types of cells for physiological support to injured kidney tubules, thus offering a possible novel approach for cell replacement therapies.
19
Izmaylova, Anastasia R. „Using social media to develop intercultural competence through telecollaboration“. Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5514.
Der volle Inhalt der QuelleAnnotation:
Using interpretive qualitative research methods, this dissertation study examines how a telecollaboration in a social networking site affects learners’ intercultural competence development. In particular, it explores the changes in learners’ understanding of the concept of culture, as well as their understanding of their own and target cultures. Additionally, this study investigates what role the medium of the exchange plays in the project. Finally, it analyzes three individual learners’ experiences in an online intercultural exchange.
Two intact classes of college-level language learners—U.S. students learning Spanish and Colombian students learning English—participated in an eight-week telecollaboration using Facebook. Each week students shared information about their own culture and reacted to the posts about the target culture made by the students in the partner class. This study analyzed 14 U.S. students’ experiences and learning, based on their pre- and post-telecollaboration questionnaires, reflexive portfolios, and pre- and post-telecollaboration one-on-one interviews.
Data analysis demonstrated that the participants experienced a notable development in their intercultural competence. In particular, participants showed a more detailed understanding of the concept of culture, as well as the reasons for cultural learning and awareness. The activity of explaining their own culture to foreigners led the participants to an ongoing analysis of their own culture and, therefore, facilitated development in their understanding of the home culture. Specifically, participants were able to take a critical stance in their analysis and evaluate their own culture from the position of an outsider. Finally, participants gained knowledge about Colombian culture and developed an ability to analyze cultural products and practices, as well as infer information about cultural perspectives from that analysis. In general, the telecollaboration enabled participants to develop critical cultural awareness and change their worldviews from more ethnocentric to more ethnorelative.
In regard to the use of Facebook, this popular social networking site proved to be uniquely suitable for a telecollaboration. It gave the participants an opportunity to create a personal learning environment that was accessible whenever and wherever they needed it. It also facilitated a bridging between participants’ learning and leisure online activities.
The three case studies demonstrated that while any type of learner can benefit from telecollaboration, their experiences and the degree of intercultural competence development are individual. In addition, the development of intercultural competence appeared to be non-linear, which demonstrates the difficulty of its assessment.
Based on the findings, the researcher concludes that telecollaboration facilitates the development of intercultural competence and, thus, is an effective way of addressing the challenge of culture instruction in foreign language courses. Additionally, the unique properties of social networking sites make them an easily accessible platform for telecollaboration projects.
20
Michie, Amanda Mary. „The acquisition of competence in social and community living skills : studies on the relationship between acquisition of competence and social and emotional adjustment; the issue of maintenance; and methods of training“. Thesis, University of Dundee, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359512.
Der volle Inhalt der Quelle
21
Bruhn, de Garavito Joyce L. S. „The syntax of Spanish multifunctional clitics and near-native competence“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ64524.pdf.
Der volle Inhalt der Quelle
22
Safronova, Elena. „The Role of Cognitive Ability in the Acquisition of Second Language Perceptual Phonological Competence“. Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/401326.
Der volle Inhalt der QuelleAnnotation:
Many second language (L2) learners find L2 pronunciation difficult and experience perception and production problems leading to accented speech. There exists a great inter-learner variation in L2 phonological acquisition even among learners who have been exposed to the L2 since childhood. Such individual differences have been the focus of much second language acquisition (SLA) research. Relatively little attention has been paid to the role of learners' cognitive ability in the acquisition of L2 perceptual phonological competence. This dissertation seeks to fill this gap by addressing the following question: To what extent does cognitive ability contribute to learners' acquisition of L2 sounds? We hypothesized that phonological short-term memory, acoustic short- term memory and attention control facilitate L2 learners' acquisition of perceptual phonological competence.
A group of 45 adult Catalan-Spanish bilingual learners of English were asked to participate in a battery of L2 perception tests measuring their L2 vowel perception and cognitive tests assessing their attention control ability and short-term memory capacity for speech sounds. The target L2
sounds were those comprised in the English vowel contrasts /i/-/ɪ/, /ɪ/-/ɛ/, /ɑ/-/ʌ/, /ɑ/-/æ/ and /ʌ/-/æ/. The learners' ability to perceive a cross-language phonetic distance between these L2 vowels and those in their native language (L1) and their success in establishing new phonetic categories for L2
vowels were assessed by means of a perceptual assimilation task and a categorical vowel
discrimination task, respectively. The contribution of phonological short-term memory, acoustic short-term memory and attention control was examined by relating the outcome measures of cognitive tests to those of learners' L2 vowel perception.
Overall, the results obtained partly confirmed the hypothesis. Short-term memory capacity for phonological and acoustic information and attention control ability significantly contributed to explaining the variance in learners' perception of L2 sounds. Attention control and acoustic short- term memory were related to learners' perception of cross-language phonetic distance. Contrary to our predictions, larger phonological short-term memory and acoustic short-term memory capacities were associated with lower degree of perceived phonetic distance between L2 and L1 sounds. In addition, lower attention control was related to faster and more accurate discrimination of L2 sounds. Taken together, our findings indicate that cognitive ability plays a role in L2 learners' acquisition of perceptual phonological competence.La mayoría de los aprendices de segundas lenguas (L2) tienen dificultades en la percepción y la producción del habla que resultan en un acento extranjero. Existe una gran variación entre aprendices en la adquisición fonológica de la L2. Se ha prestado relativamente poca atención al papel de la capacidad cognitiva en la adquisición de la competencia perceptiva en una L2. Esta tesis doctoral pretende llenar este vacío, abordando la siguiente pregunta: ¿En qué medida la capacidad cognitiva contribuye a la adquisición de los sonidos de una L2? Nuestra hipótesis es que la memoria fonológica, la memoria acústica y el control de la atención facilitan la adquisición de la competencia perceptiva en una L2. Un grupo de 45 aprendices adultos catalán-español de inglés participaron en una batería de pruebas de percepción vocalica en la L2 y de pruebas cognitivas. Las vocales en el foco eran las comprendidas por los contrastes entre vocales inglesas /i/-/ɪ/, /ɪ/-/ɛ/, /ɑ/-/ʌ/, /ɑ/-/æ/ y /ʌ/-/æ/. La capacidad de los aprendices de percibir una distancia fonética entre estas vocales y las de su lengua materna (L1) y su éxito en establecer vocales de la L2 se evaluaron por medio de una tarea de asimilación perceptiva y una tarea de discriminación de vocales, respectivamente. La contribución de la memoria fonológica, la memoria acústica y el control de la atención se examinó relacionando las medidas cognitivas con la percepción vocalica en la L2. Los resultados obtenidos en parte confirman la hipótesis. Las capacidades cognitivas contribuyeron significativamente a explicar la variación en la percepción vocalica en una L2. El control de la atención y la memoria acústica contribuyeron significativamente a la percepción de la distancia fonética entre los sonidos de la L2 y la L1. La memoria fonológica y la memoria acústica se asociaron con un mayor grado de similitud percibida entre los sonidos de la L2 y la L1. Una menor capacidad del control de la atención se relacionó con una percepción más precisa de oposiciones vocalicas de la L2. Los resultados sugieren que la capacidad cognitiva desempeña un papel en la adquisición de la competencia perceptiva en una L2.
23
SOUSA, JONES DE. „GINGANDO IN PORTUGUESE: HOW THE CAPOEIRA CULTURAL ASPECTS HELP FOREIGNERS IN INTERCULTURAL COMPETENCE ACQUISITION“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23485@1.
Der volle Inhalt der QuelleAnnotation:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O objetivo desta pesquisa é levantar quais aspectos culturais da sociedade brasileira presentes no Jogo da Capoeira podem ser acessados por praticantes estrangeiros e, consequentemente, auxiliá-los na aquisição de competência intercultural. Através de uma análise qualitativa/etnográfica dos rituais nele apresentados baseada em conceitos de cultura, interculturalismo e multiculturalismo (Bennett e Hall), categorizações de cultura (Hofstede e Lewis) e competência intercultural (Bennett) e da aplicação de questionários a praticantes de capoeira de diversas nacionalidades na Ilha de Manhattan em Nova Iorque, verificou-se a existência de tais aspectos e que estes são percebidos pelos capoeiristas estrangeiros auxiliando-os na aquisição de competência intercultural e, consequentemente, na aprendizagem de PL2E.
The aim of this research is to establish which cultural aspects from Brazillian society related in the Capoeira Game can be accessed by foreigner capoeira students to acquire Intercultural Competence through a qualitative/etnography analysis of its rituals based in Culture, Interculturalism and Multiculturalism concepts (Bennet and Hall), culture categories (Hofstede and Lewis) and intercultural competence (Bennett) and the application of questionnaires to capoeira practitioners from several nationalities in Manhattan, New York City. Such aspects are noticed by the foreign capoeira players and help them to acquire intercultural competence and to learn Portuguese as a Second Language for foreigners.
24
Chapman, Russell Alan Dr. „Cybersupervision of Entry Level Practicum Supervisees: The Effect on Acquisition of Counselor Competence and Confidence“. NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-10222006-092055/.
Der volle Inhalt der QuelleAnnotation:
The purpose of this dissertation paper is to propose and implement a research study in Cybersupervision (Watson, 2003). This research experiment is a N=1 case study design, replicated 5 times, to investigate counselor self-efficacy and skill competence in an online/distance learning practicum course. Cybersupervision, or electronically mediated counseling supervision and practice, is of growing interest to the profession. The research in this area is minimal, but does provide positive findings which indicate effective counselor training and supervision practices. This study?s purpose is not only to add to the research in this area, but also to show that counselor self-efficacy (CSE) can increase as counselor skill acquisition increases through the use of online counselor supervision (Cybersupervision). This researcher found the participants in this study increased both CSE and skill acquisition in all five experiments, and in 4 of 5 experiments the results were significant and conclusive.
25
Dugmore, Cuan Patrick. „The status of Xhosa and communicative competence in Cape Education Department schools“. Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14225.
Der volle Inhalt der QuelleAnnotation:
Bibliography: leaves 196-201.The empirical survey of Xhosa amongst Standard 10 pupils in Cape Education Department Schools (CED) sought to verify or negate two central concerns which surf aced in a pilot study of five Western Cape schools. This thesis contends that little has changed throughout South Africa's colonial and apartheid history with regard to the status of African languages within South Africa and particularly in CED schools. The second contention is that various factors, including the lack of second language expertise and contact with mother tongue speakers, continue to undermine the potential development of pupils' communicative competence in Xhosa. Separate questionnaires which included categorical and open ended questions were posted to Xhosa-teachers, Standard 10 non-mother tongue Xhosa pupils and their parents. The Xhosa teachers administered the questionnaires. There was an 80% response from the total population of CED schools offering Xhosa. The number of subjects included 169 Xhosa pupils, 154 parents and 26 Xhosa teachers. STATGRAPHICS and BMDP were the statistical packages used in the analysis. Chi-Squared tests with the Yates correction for continuity were used to compare frequencies between categorical variables. ANOVA and t-tests were used with continuous variables. Findings indicated the deteriorating status of Xhosa in schools. The low number of CED schools ( 13. 0%) offering Xhosa and a 0. 5% growth rate in Standard 10 pupils doing Xhosa between 1988 and 1991 are an indication of this. The lack of encouragement and support for Xhosa from schools and the CED, coupled with problematic subject choice options, the Xhosa syllabus and the examination system, has affected the status of Xhosa and the motivation of pupils adversely. In the survey, pupils had low communicative competence in Xhosa levels of perceived due to the lack of informal, natural acquisition environments and the over- emphasis of grammatical aspects in the classroom and in examinations. Furthermore, the lack of quality primary and secondary education based on negatively affected pupils' second language theory has attitudes, motivation and communicative competence levels in Xhosa. The recognition of the importance of African languages in a future non-racial South Africa in the current language debate has highlighted the contradiction that exists today. This contradiction necessitates the urgent re-assessment of language and education policies, strategies and teaching methodologies in order to uplift the status of African languages and improve the levels of competence in the target language amongst school pupils.
26
Wilson, Hope Marshall. „Teaching Language and Culture Through Online Ethnographic Explorations“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
Der volle Inhalt der Quelle
27
Yeung, Lai-yin Linda. „A study of bilingual Hong Kong adults with high professional competence in English“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3675769X.
Der volle Inhalt der Quelle
28
Schaeffer, Janna Orlova. „ACHIEVING CROSS-CULTURAL COMPETENCE IN THE CLASSROOM: CULTURE'S WAYS EXPLORED“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203495.
Der volle Inhalt der QuelleAnnotation:
Over the course of the last few decades the debate over culture and its relationship to language has remained heated and one can argue, unresolved. It has been underscored that it is not necessarily the question of culture teaching per-se but rather the methods and content of such teaching that remain controversial. Today's world demands that learners are not simply linguistically but also interculturally competent. It has been argued that high levels of intercultural awareness can be achieved with the help of experiential lessons taught in a formal setting that focus on the exploration of self as a cultural being.In this study, three groups of the intermediate learners of German and Russian were invited to participate in a number of cultural lessons based on either culture box highlights or experiential activities. The pre-posttests measured changes in learners' cognitive, behavioral and affective measures of intercultural competence. Results revealed that experiential activities tend to better facilitate the development of learners' intercultural skills and attitudes. Students written responses to critical incidents were analyzed with the Developmental Model of Intercultural Sensitivity (Bennett, 1993) to assess changes in learners' perspectives and intercultural disposition over the course of the semester. Additionally, learners' experiences with foreign and local cultures were quantified and correlated with cognitive, behavioral and affective measures of intercultural competence. Results showed that not all measures of intercultural competence may be broadened by the individuals' firsthand experiences with other cultures. The relevance of one's previous experiences with `sub-cultures' (states, cities, towns, and communities), i.e. his `mobility' must also be acknowledged.
29
Alalwi, Fahd Shehail. „Intercultural Competence Development in a Study Abroad Context: Saudi Study Abroad Learners in the United States of America“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/605109.
Der volle Inhalt der QuelleAnnotation:
This longitudinal study used qualitative and quantitative methods to explore the development of aspects of the intercultural competence (ICC) of Saudi learners of English as a second language in a study abroad (SA) context based on Deardorff's (2004) ICC model. It also examined students' development of Saudis' perceptions of the home and host cultures at the beginning of SA and after four months. Moreover, this study explored the relationship between ICC and second language proficiency. This study found no substantial change in ICC-related attributes over four months of studying abroad. Results also showed an overall agreement in ICC assessment between the teachers and the students. As far as perceptions of members of the Saudi and US cultures are concerned in the second study, the findings suggested that the Saudi SA students continued to use their home frame of reference even after four months of study in the US and that the national stereotypes persisted. In these results, US Americans are perceived to be work-oriented, whereas Saudis are relationship-oriented. The findings of the third study demonstrated that SA students' perceived gains with regard to skills of speaking, listening, reading, grammar, and vocabulary were significantly lower than their expectations at the beginning of the program and that their expectations were relatively low for culture learning. Moreover, no significant relationship was found between SA students' L2 usage patterns and L2 learning, nor between L2 usage patterns and C2 learning. However, the level of L2 proficiency upon entry into the SA program indicated a strong correlation with perceived gains in L2 learning. Interestingly, no relationship was found between ICC and L2 learning, nor between ICC and C2 learning.
30
Ahlberg, Gunnar. „The role of simulation technology for skills acquisition in image guided surgery /“. Stockholm : Department of Surgical Sciences, Karolinska institutet, 2005. http://diss.kib.ki.se/2005/91-7140-331-0/.
Der volle Inhalt der Quelle
31
Ahmed, Fasih. „Intercultural competence and L2 Acquisition : contextual parameters and constrastive approaches in L2 Teaching and learning in Pakistan“. Nantes, 2013. http://www.theses.fr/2013NANT3007.
Der volle Inhalt der QuelleAnnotation:
La présente étude analyse le facteur culturel dans l'apprentissage et l'enseignement de l'anglais. Plus précisément, l'étude a mis l'accent sur le facteur par rapport à la culture d'origine des apprenants et la culture de la langue cible. L'étude a utilisé des méthodes qualitatives et quantitatives pour mener l'enquête. Les données ont été recueillies à partir de deux études différentes concernant les apprenants de L2 et les enseignants de L2 respectivement dans l'étude 1 et l'étude 2. Les 275 apprenants de L2 qui ont participé à l'étude provenaient des trois principales Universités au Pakistan. L'étude 2 a permis de mobiliser un questionnaire sur papier et un questionnaire en ligne pour recueillir les données concernant les enseignants de langue au Pakistan. L'étude a porté sur les attitudes des enseignants fondées sur la culture et la compréhension des activités liées à la culture et à la tolérance, la culture et l'identité. Enfin, l'étude visait à s'appuyer sur des contextes sociaux-culturels pour comprendre comment se faisait l'apprentissage de la langue. En tout, 494 enseignants ont participé à l'enquête. Les résultats ont révélé que le rôle de la culture agit sur l'apprentissage formel et informel de la langue, l'on constate des variations dans cet apprentissage. L'apprentissage formel de la langue se fonde sur la culture de la langue cible ; tandis que l'apprentissage informel est influencé par les aspects sociaux-culturels des apprenants. Les résultats concernant l'étude 2 révèlent l'attitude positive des enseignants sur la relation entre la culture véhiculée et la langue apprise.
32
Suda, Kyoko. „Developing metaphoric competence through schemata-building for English learners in Japan“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2768.
Der volle Inhalt der Quelle
33
Andersson, Erik Olov Mårten. „A Gameful Quest to Make Second Language Acquisition Fun“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122492.
Der volle Inhalt der QuelleAnnotation:
This study explores the application of principles from game design, and the motivational psychology it is founded upon, to the domain of second language acquisition. A gameful design process based on playtesting andanalysis with design lenses is adapted and used to iteratively design and develop a system for conversation practice with the goal of creating a motivating and engaging experience.The results indicate effectiveness of the process, but generalizing the results would require further research with bigger sample sizes and studies with varied core activities.
34
Yeung, Lai-yin Linda, und 楊麗賢. „A study of bilingual Hong Kong adults with high professional competence in English“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3675769X.
Der volle Inhalt der Quelle
35
Wang, Qiao. „Game-Based Language Learning in ESL Classrooms: Effective Interventions and Influences on Students’ Vocabulary Acquisition, Communicative Competence and Writing“. Kyoto University, 2020. http://hdl.handle.net/2433/253374.
Der volle Inhalt der QuelleAnnotation:
Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第22538号
人博第941号
新制||人||224(附属図書館)
2019||人博||941(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 PETERSON Mark, 准教授 中森 誉之, 准教授 勝又 直也, 教授 西山 教行
学位規則第4条第1項該当
36
Cimino, Irène. „Study of new molecular factors regulating GnRH migration, axonal targeting and neurosecretion : insights into the acquisition of reproductive competence“. Thesis, Lille 2, 2014. http://www.theses.fr/2014LIL2S044/document.
Der volle Inhalt der QuelleAnnotation:
Chez les mammifères, la reproduction est regulée par des neurones spécifiques qui sécrètent le neuropeptide GnRH (Gonadotropin Releasing Hormone). Ces cellules naissent au stade prénatal dans la placode nasale et migrent dans l'hypothalamus, le long des nerfs olfactifs voméro-nasaux, pour devenir des membres à part entière de l'axe hypothalamo-hypophyso-gonadique. Un certain nombre de pathologies de la reproduction humaine sont associées à la perturbation soit de la migration neuronale des cellules à GnRH ou soit de la sécrétion de la GnRH.L'objectif général de ma thèse était d'identifier de nouveaux facteurs moléculaires régulant la migration des cellules à GnRH, leur ciblage axonale à l'éminence médiane, mais aussi leur neurosécrétion au cours de la vie reproductive.Les événements complexes du développement correcte du système à GnRH sont strictement régulés par l'expression spatio-temporelles des molecules de guidage et des molécules de la matrice extracellulaire, dont les fonctions, sont en partie médiées par leur liaison avec la β1-intégrine (Itgb1). La première partie de mon travail a été d’étudier le rôle biologique de ces protéines de surface dans la reproduction. La technologie Cre/loxP a été utilisée pour générer des souris conditionnelles GnRH spécifiques KO pour la β1-intégrine (GnRH-Itgb1-/-). La perte d’activité de la β1-intégrine altére la migration des neurones à GnRH, leur extension axonale à l’eminence mediane et la fertilité de ces souris. Ces résultats mettent en évidence que la β1-intégrine joue un rôle important dans le développement normal du système GnRH et dans l'acquisition de compétences reproductives normales chez les rongeurs.Dans la deuxième partie de ma thèse de doctorat, j'ai identifié de nouveaux facteurs moléculaires qui pourraient être responsables de l'apparition du syndrôme des ovaires polykystiques (SOPK). Cette maladie est présente chez près de 10 % des femmes. Il s’agit d’une hyperandrogénie associée à une oligo-anovulation chronique, une morphologie ovarienne polykystique et d'autres situations cliniques de transition d'un état endocrinien à un autre. Chez les patientes atteintes du SOPK, le niveau d'hormone antimüllérienne (AMH) est élevé et indique clairement que l'AMH pourrait est un marqueur possible dans le diagnostic et le traitement du SOPK. Une autre manifestation du syndrome est une élévation des sécrétions du GnRH provoquant une augmentation des taux de LH et un rapport LH/FSH élevés, qui stimulent la production d'androgènes ovariens. Toutefois, jusqu'à présent cette maladie a été considérée principalement comme une pathologie gonadique et des régulations possibles plus élevées au niveau du système nerveux central ou des interactions avec ce dernier n'ont pas été étudiées. En particulier, des informations concernant les effets extra-ovariens possibles de l'AMH sur l'axe hypothalamo-hypophyso-gonadique manquent actuellement. Mon projet de recherche a été d’étudier le rôle encore méconnu de l'AMH dans la régulation de la physiologie du système à GnRH. Mes études ont permis d’identifier un nouveau rôle extra-ovarien pour l'AMH, et notamment comme un puissant activateur de la neurosécrétion de la GnRHDuring aging, oxidative stress occurs characterized by an imbalance between the production reactive oxygen species and antioxidant capacity. It’s well recognized that acute exercise induces oxidative stress which response may be affected by aging. Only few studies have focused on the response of oxidative stress parameters to an acute exercise in relation with aging and they were not made in humans. The first aim of this work was to investigate the response of oxidative stress parameters to acute exercise in young and older subjects. Our results showed that aging has no effects on oxidative stress parameters at rest. However, in response to an acute physical exercise, our results showed that aging is characterized by an antioxidant defenses deficiency and an increase in free radical damage markers. On the other hand, regular physical activity is considered as an effective way to reduce free radical attacks and enhance the antioxidant defense. These adaptations to regular physical activity are often related to the level of physical activity and this has been shown in young subjects. The second aim of this work was to study oxidative stress parameters in elderly subjects with different physical activity levels. Our results showed a positive correlation between physical activity level and antioxidant potential. However, physical activity at high level increases free radical damage in older adults. In view of changes in oxidative stress parameters with aging, adaptations of those to regular physical activity could also be affected by aging phenomena. The aim of the third study of this work was to investigate the effects of aging and physical activity level on oxidative stress parameters responses to an acute exercise. To do so, we compared these parameters in two young subjects groups (active and sedentary) and two older adults groups (active and sedentary) before and after an acute exercise. Our results showed that, benefits of regular physical activity on the oxidative parameters stress were more pronounced in younger age groups compared to older groups. On the other hand, the effects of aging on oxidative stress parameters in the active groups were lower than those noted in the sedentary groups
37
Tecedor, Cabrero Marta. „Developing Interactional Competence Through Video-Based Computer-Mediated Conversations: Beginning Learners of Spanish“. Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4918.
Der volle Inhalt der QuelleAnnotation:
This dissertation examines the discourse produced by beginning learners of Spanish using social media. Specifically, it looks at the use and development of interactional resources during two video-mediated conversations. Through a combination of Conversation Analysis tools and quantitative data analysis, the use of turn-taking strategies, repair trajectories, and alignment moves was examined to discover how beginning language learners manage videoconferencing exchanges and develop their interactional capabilities in this new interactional setting. The goal of this investigation was twofold: 1) to describe and explain how students construct, manage and maintain conversations via videoconferencing, and 2) to gain a better understanding of the links between technology-based social media and language learning.
The results of this study indicate that instructional videoconferencing conversations display their own clearly delimited and idiosyncratic organization of interactional features. In terms of turn-taking, the results of the analyses demonstrate that beginning learners are fully capable of participating competently in speaker selection to manage a conversation with a peer of similar proficiency level. In the area of repair, the analyses show that, during instructional videoconferencing exchanges, beginning learners orient to both the communication of personal meaning and the accuracy of their discourse. They enact this orientation through the use of self-initiated self-repair. Finally, with regard to the use of alignment moves, the analyses reveal that, in tune with their nascent linguistic and interactional abilities, beginning learners use primarily acknowledgement moves.
38
Thompson, Jessica Anne. „Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition“. [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002325.
Der volle Inhalt der Quelle
39
Liu, Chi-Chieh. „Business English for special purposes as a negotiated, strategic competence“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1867.
Der volle Inhalt der Quelle
40
Luft, Stephen. „Language classroom risk-taking behavior in a performed culture-based program“. Connect to resource, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1229701363.
Der volle Inhalt der Quelle
41
Nieto, Claudia P. „Cultural Competence and its Influence on the Teaching and Learning of International Students“. Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1209753315.
Der volle Inhalt der Quelle
42
Shin, Somi. „Competence in communication for ESL/EFL speaking curriculum“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1962.
Der volle Inhalt der QuelleAnnotation:
This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.
43
Chang, Jen-Chieh. „Improving communicative competence in the teaching of English as a foreign language in Taiwan“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1139.
Der volle Inhalt der Quelle
44
Flores-Salgado, Elizabeth. „A pragmatic study of developmental patterns in Mexican students making English requests and apologies“. Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/28866.
Der volle Inhalt der QuelleAnnotation:
"September 2008".Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.
Bibliography: p. 189-196.
The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and apology. Their English performances were compared to those of 12 American English native speakers in order to provide base-line cultural data. Thirty six Mexican Spanish native speakers also participated as a control group in order to analyse the role of the mother tongue in the performances of the EFL learners. The data, collected using a carton oral production task (COPT), were analysed quantitatively and qualitatively. Results showed three important findings that illuminate the relationship between pragmatic development and grammatical competence and lent support to Kasper and Rose's (2003) claim of a universal pragmatic principle. The first finding suggested that basic adult learners possess a previous pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, and to assemble (from the linguistic structures available to them) an utterance that conveys a pragmatic intention and satisfies the communicative demands of a social situation. The second finding revealed that there are two essential conditions to communicate a linguistic action: the knowledge of the relevant linguistic rules and the knowledge of how to use them appropriately and effectively in a specific context. Without an elementary knowledge of the linguistic rules, it is impossible to select the forms to realize a speech act in a target-like manner. The findings further suggested that advanced learners possess the grammatical knowledge to produce an illocutionary act, but they need to learn the specific L2 pragmatic conventions that enable them to know when to use these grammatical forms and under what circumstances.
Mode of access: World Wide Web.
xi, 238 p. ill
45
Damnet, Anamai. „Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films“. full-text, 2008. http://eprints.vu.edu.au/2023/1/damnet.pdf.
Der volle Inhalt der QuelleAnnotation:
This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication. The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films. Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests. The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had: (a) more positive attitudes towards nonverbal communication of English native speakers, (b) a higher level of understanding of nonverbal communication of English native speakers (c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker, and, in addition, (d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers. Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice.
46
Azevedo, Mariana da Silva. „Competência organogênica in vitro das linhagens MT-Rg1 e MT-pro em tomateiro (Solanum lycopersicum L. cv Micro-Tom)“. Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/64/64133/tde-04012017-093959/.
Der volle Inhalt der QuelleAnnotation:
Diversos estudos elucidaram mecanismos envolvidos com a organogênese in vitro, porém pouco é conhecido a respeito da fase de aquisição de competência, fundamental para que a regeneração ocorra. Alguns genes já foram identificados por interferirem na fase de aquisição de competência em tomateiro (Solanum lycopersicum), mas ainda existem diversas lacunas a serem esclarecidas. Para investigar a expressão de genes e o controle hormonal na fase de aquisição de competência, foram utilizados os mutantes de tomateiro, sob o background genético da cultivar Micro-Tom (MT), MT-Rg1 e MT-pro (procera), os quais afetam positiva ou negativamente a organogênese in vitro, respectivamente. Embora a resposta constitutiva a giberelina no mutante MT-pro seja conhecida, a identidade molecular do gene RG1 permanece indefinida. O mutante MT-Rg1 apresenta aumento tanto na formação de gemas caulinares quanto de raízes e reduz o tempo necessário para a indução desses órgãos, devido à diminuição do período para a aquisição de competência. A partir do estabelecimento das fases de aquisição de competência e indução da organogênese in vitro para MT e MT-Rg1, foram identificados genes diferencialmente expressos entre estes genótipos. Entre estes genes, CELL DIVISION CYCLE ASSOCIATED 7 e LACCASE 1A estão regulados positivamente em MT-Rg1 e todos estão fortemente relacionados à fase de aquisição de competência, e a alterações na proliferação de células do protoxilema durante o início da organogênese. Por outro lado, a resposta constitutiva à giberelina no mutante MT-pro reduz a formação de gemas caulinares e raízes e aumenta a formação de calos in vitro, sem afetar o tempo requerido para a indução de gemas caulinares e raízes. De forma oposta a MT-Rg1, o gene CDCA7 apresenta expressão reduzida durante a fase de aquisição de competência em MT-pro, diminuindo o número de células do protoxilema em divisão. Outro fator importante para a divisão celular no mutante MT-pro é o aumento da expressão do gene WUS, causando um aumento da proliferação das stem cells, que são células indiferenciadas relacionadas à formação de novos órgãos. Esta proliferação celular inadequada, somada a uma alteração desfavorável na homeostase das citocininas, justifica o efeito negativo do alelo pro na formação de gemas caulinares, o que permitiu a criação de um novo modelo para organogênese in vitroSeveral studies have enabled the discovery of mechanisms to achieve in vitro organogenesis; however, little is known about the phase of acquisition of competence, essential for regeneration. A few genes have been identified to interfere in the acquisition of the competence phase in tomato (Solanum lycopersicum), but there are still many gaps to be filled. We have used the mutants, under the genetic background of the Micro-Tom cultivar, MT-Rg1 and MT-pro (procera), which positively or negatively affect in vitro organogenesis, respectively, to investigate gene expression and the hormonal control in the phase of acquisition of competence. Despite the fact that the constitutive gibberellin response in the procera mutant is well-established, the molecular identity of RG1 gene remains unknown. The MT-Rg1 mutant presents an increase in the formation of both shoot and roots and a reduced period for the induction of these organs, because of the reduced time required for acquisition of competence.We searched for the identity of differentially expressed genes between MT and MT-Rg1 after the establishment of the competence acquisition phase and organogenesis induction stages. Among those genes, CDCA7 and LAC1A are upregulated in MT-Rg1 and these genes appear to be strongly related with the acquisition of competence phase and changes in proliferation of protoxylem cells during early organogenesis. The constitutive response to gibberellin in the MT-pro mutant decreases the formation of shoot and roots and increase in vitro calli formation, without reducing the induction phase of shoots and roots. Unlike MT-Rg1, MT-pro reduces the CDCA7L expression during the acquisition of competence phase, causing a reduction of the protoxylem dividing cells. Another important factor for cell division in MT-pro mutant is the increased expression of the WUS gene, leading to an abnormal proliferation of stem cells. Thereby, this abnormal cell proliferation, in addition to an unfavorable change in the cytokinin homeostasis, justify the negative effect of the pro allele in the shoot formation, which enabled the proposal of a new model for in vitro organogenesis
47
Stål, Eva-Lena. „Skriftspråklig kompetens hos andraspråksinlärare : Analys av godkända texter från Tisustest och Nationella prov i Svenska som andraspråk B“. Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13993.
Der volle Inhalt der QuelleAnnotation:
Denna studie bygger på andraspråksinlärares skriftliga kompetens kopplad till syntaktiska och kommunikativa nivåer. I synnerhet är syftet att studera språkliga syntaktiska nivåer i texter skrivna av andraspråksinlärare som har behörighet att studera vid universitet. Ytterligare ett syfte är att studera om innehållet i texter kan förmedlas på ett kommunikativt och idiomatisk sätt. Den teoretiska ramen för att mäta syntaktiska nivåer som informanter i denna studie har uppnått bygger på processbarhetsteorin (Pienneman, 1998/ Pienneman & Håkansson, 1999). Studien visar att godkända texter i Svenska som andraspråk B och Tisustest uppnår nivå 4 och 5 på syntaktisk nivå. Studien visar också på variation av kommunikativ kompetens utifrån förmågan att förmedla ett central innehåll. Informanterna uppnår delvis målspråksnormen och delvis avviker från målspråksnormen i varierad grad vilket påverkar den kommunikativa kompetensen. Det mesta av resultatet pekar på individuella skillnader. Vad som kan förklara skillnader mellan informanterna kan delvis kopplas till varierad kognitiv svårighetsgrad i texterna. Studien visar att processbarhetsteorin kan vara ett fördelaktigt verktyg för att mäta syntaktiska nivåer i texter. Dock pekar studien på att det är av vikt att också genomföra en mer omfattande bedömning av kommunikativa språkkunskaper för att kunna göra en helhetsbedömning av skriftlig språkkompetens av andraspråksinlärare.The present study concerns second language learners' syntactic and communicative competence in writing. The aim is to study syntactic performances in texts written by learners of Swedish as a second language permitted to study at university. Another aim is to discuss the communicative and idiomatic performances of the informants. The theoretical framework used for assessment of achieved syntactic levels is the Processability Theory (Pienneman, 1998/Pienneman & Håkansson, 1999). The results reveal that the students who´s texts in Svenska som andraspråk B[1]and the Tisustest[2]have passed the exam have achieved either syntactic level 4 or 5 according to Processability Theory. The study also reveals the variety of communicative and idiomatic competence based on the ability to convey a core content. The informants partly achieve and partly do not achieve the Swedish language norms, in various degrees, which effects the level of communicative competence which they are able to express. The results point to more or less individual differences. There are small differences between the group of informants in Svenska som andraspråk B and in the Tisustest. Possible causes for these differences may partly be connected to the varying degree of cognitive difficulty in producing the different texts. The study shows that the use of Processability Theory may be a beneficial tool to measure levels of syntactic proficiency levels in second language learner texts. However, it appears that it also is important to establish a comprehensive assessment of communicative language skills in order to make an overall assessment of written language skills of second language learners. [1]Swedish as a second language, level B [2]Tisus - Test in Swedish for university studies.
48
Yang, Chen-Yuan. „Promoting communicative competence through drama in elementary English as a foreign language“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.
Der volle Inhalt der Quelle
49
Anderson, Nancy Lynn. „Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence“. Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.
Der volle Inhalt der QuelleAnnotation:
In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations.
This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning.
Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.
50
Foncha, John Wankah. „A selective investigation of the University of the Western Cape‘s students and teachers attempts at intercultural communication : exploring the connections between intercultural communication competence and identity construction“. University of the Western Cape, 2012. http://hdl.handle.net/11394/5114.
Der volle Inhalt der QuelleAnnotation:
Philosophiae Doctor - PhDLife in the twenty-first Century globalised world brings people into contact with others from different cultures who use different languages. Through these contacts, the need for interactions makes these people to find different ways of understanding one another and to generate knowledge. For them to achieve this objective, they need a strong medium. L2 and Foreign language education has been develop to unravel such challenges posed to competence in intercultural communication, with the emphasis placed on how to communicate with a different "other" since the world is now a small village. Foreign and second language teaching and learning (a social practice) in this study, is tangible to eradicate linguistic and cultural barriers. In this case, it does not only require to promote competence through linguistic capital (language), but more importantly, it arouses intercultural awareness. For these issues to develop and consolidate intercultural communication competence, language practitioners need to deviate from the rationalist reductionistic approaches to language teaching and learning in favour of an ecological or a constructivist perspective, which views language learning as a social practice. In view of this, whatever language the participants may use for communication does not matter, what really matters is that they need to switch to any given language as a situation may demand. In upholding a constructivist perspective, this research hypothesized that engagement and participation as a social practice, does not only increase competence in the target language, but it also helps the participants to develop in terms of emotional maturity and character (Bilton and Sivasubramaniam 2009). This research made use of the qualitative research methodology, revolving around an ethnographic design, to understand the outcomes and the fluidity of interactions among a diverse community of the University of the Western Cape in Cape Town, South Africa. Such an understanding can therefore only be deduced from the perspectives of the role-players through their engagements and participation in activities and events in and out of the classrooms. The research population constituted lecturers, tutors and students of the above institution. The four principal tools used for data collection included: the Interviews, Questionnaires, Naturally Occurring data and Participant Observation. The interviews were both formal and informal and together with the Questionnaires, they were all open-ended. Their open-ended nature was not only because of the interaction it provided between the researcher and the researched but also because they aroused an awareness of diversity and a need to understand otherness. The findings from the study affirmed that the participants gained competence in intercultural communication through the different levels of interactions that were used to enhance participation, engagement and involvement. In view of this, the participants benefited from provisional understanding, tentative interpretations and the affective environment. Furthermore, it could be said that interactions provided them the rationale to challenge, develop and explore ideas and meanings for communication. Holistically, the study attested to the importance and centrality of participation and engagement in a target language, with the main aim of motivating the participants to understand that there is no such thing as correctness in meaning or proficiency in a language, nor in understanding the world around them.