Dissertations / Theses: 'Be (The English word) English language English language Englisch'

1

Ladner, Jocelyn B. Neuleib Janice. "Performing the word, transforming the word, writing the word alternative teaching strategies for freshman composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172879.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewedNovember 17, 2005. Dissertation Committee: Janice Neuleib (chair) , Patricia A. Dunn, Nancy Tolson. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

2

Smartschan, Carl Ernest. "The effect of bilingual word lists on test scores of ESOL science students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Enarsson, Anna. "New Blends in the English Language." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-674.

Full text

Abstract:

Titel: New Blends in the English Language

Författare: Anna Enarsson

Antal sidor: 29

Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a dictionary online. A google search and a corpus investigation were also conducted. The investigation suggested that most of the blends were made by clipping and the second most common form was clipping and overlapping. Blends with only overlapping was unusual and accounted for only three percent. The investigation also suggested that the most common way to create blends by clipping was to use the first part of the first word and the last part of the second word. The blends were not only investigated according to their structure but also according to the domains they occur in. This part of the investigation suggested that the blends were most frequent in the technical domain, but also in the domain of society

APA, Harvard, Vancouver, ISO, and other styles

4

Pik-ha, Chan. "An investigation into the perception (and production) of English word-initial consonants by native speakers of Cantonese." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Šiatkutė, Vilma. "Language of English chat room messages as a variety of electronic English." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_184713-40553.

Full text

Abstract:

Internet English used for online communication influences spoken and written language forms. However, little analysis on the question of electronic English can be found – it is studied in a superficial way in literary sources present. The purpose of this study was to explore the language of English chat room messages as a variety of Electronic English. The objectives of the research included the analysis of chat room English in comparison to speech and writing as well as the study of graphological, morphological, and syntactic features of the language of online communication. Qualitative content analysis, comparative analysis, and descriptive method were chosen for the study. To support the scientific data discussed 1100 of chat room sentences were surveyed and 153 presented as practical examples. The research demonstrated that English used for online communication is a separate mode of language possessing features different from the ones of spoken and written forms of language.
Elektroninė anglų kalba įtakoja sakytinę bei rašytinę kalbos formas. Tačiau informacijos susijusios su internetinės anglų kalbos analize galima rasti vos keliuose šaltiniuose. Šio darbo tikslas yra analizuoti pokalbių svetainėse naudojamą anglų kalbą kaip elektroninės anglų kalbos rūšį. Remiantis darbo tikslu, iškelti uždaviniai analizuoti pokalbių svetainių anglų kalbą lyginant ją su sakytine bei rašytine anglų kalba, tirti grafologinius, morfologinius bei sintaksinius ypatumus pokalbių svetainių anglų kalboje. Atliekant tyrimą naudojama turinio analizė, literatūros analizė bei aprašomasis metodas. Analizuojama 1100 praktinių pavyzdžių, 153 pateikiami kaip empirinis darbo pagrindas. Tyrimo rezultatai parodė, kad elektroninė anglų kalba negali būti laikoma nei sakytine, nei rašytine ir turi būti pripažinta kaip atskiras anglų kalbos porūšis, turintis specifinių bruožų.

APA, Harvard, Vancouver, ISO, and other styles

6

Li, Nim-yu Kitty. "The word processor and ESL college basic writers : a study of writing quality, revision strategies, writing attitude and writing apprehension /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1594993X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Chen, Selma Shu-Mei. "The effects of L1 word order and English proficiency on non-English speakers' sentence processing." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.

Full text

Abstract:

This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.
Department of English

APA, Harvard, Vancouver, ISO, and other styles

8

Harris, Ruth L. "The meanings of Waste in Old and Middle English /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/9338.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Yeung, Pui-sze. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35726787.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Hong, Hyo-chang. "Discourse functions of Old English passive word order variation." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259301.

Full text

Abstract:

The purpose of this study was to determine discourse and functional motivation for passive word order variation as shown in three of the major Early Old English prose texts, Orosius, Pastoral Care, and Ecclesiastical History of the English People. The main variation of Early Old English passive word orders are of three types, which this study showed to be distinct in the extent to which passive subjects represent information structure. This study further shows that, while thematicity functions as a main motivating factor for the use of passives, positional variation of passive verbal elements is also an important determinant of the degrees of information structure of passive main clause subjects.
Department of English

APA, Harvard, Vancouver, ISO, and other styles

11

Landon, Laura L. "English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.

Full text

Abstract:

This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners’ (ELLs’) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs’ English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs’ English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs’ English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).

These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.

APA, Harvard, Vancouver, ISO, and other styles

12

Ranbom, Larissa J. "Lexical representation of phonological variation in spoken word recognition." Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/1425750.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Wren, Sebastian Andrew. "An examination of the word-frequency effect in word recognition : controlling the confound of word recency /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Holmberg, Anders. "Word order and syntactic features in the Scandinavian languages and English /." Stockholm : Dept. of General Linguistics, University of Stockholm, 1986. http://bibpurl.oclc.org/web/33078.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Viel-Ruma, Kimberly A. "The Effects of Direct Instruction in Writing on English Speakers and English Language Learners with Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/49.

Full text

Abstract:

Many students struggle on writing tasks with little success because writing is a complex task. Students with learning disabilities (LD) and students who are served in English to Speakers of Other Language (ESOL) programs generally perform at lower rates on writing tasks than their English-only speaking peers without disabilities. Several researchers indicate that students with disabilities may be able to improve their performance on writing tasks through the implementation of Direct Instruction writing programs. The purpose of the current study was to demonstrate the relationship between the implementation of an accelerated Direct Instruction program and student writing performance with students who have LD in written expression, and who are either English-only speaking or native Spanish-speaking. Specifically, using a multiple-probe across participants single-subject research design, two groups of students received instruction using the Expressive Writing program. One group of three students were concurrently served in both special education for learning disabilities in the area of written expression and in a program for students who were English Language Learners (ELL), and another group of three were native English speakers who had learning disabilities in written expression. Students were divided into two separate groups to determine the effect of an abbreviated instructional sequence on both groups of students as the language background differences between the two groups did not allow them to be examined as one distinct group. The effects of instruction were measured by analyzing the number of correct word sequences, the number of words, and the types of errors when students were given three-minute writing probes. Additionally, performance on the Test of Written Language (3rd edition) (TOWL-3) and a classroom generalization measure were examined. Results indicated that when only half of the total lessons were presented to the students in both groups, the number of correct word sequences and the total number of words written increased on within-program writing probes, the TOWL-3, and on a generalization measure. An implication of these results is that adolescent students with writing deficits may be able improve their basic writing skills using half of the total program. Such a finding is important because students at this level who have not yet acquired these skills must quickly acquire them to be able to develop the more sophisticated skills required of students at their grade level. Limitations included the lack of the in-program placement test being proctored at the end of the intervention and the use of a nonconcurrent baseline with the second group of students.

APA, Harvard, Vancouver, ISO, and other styles

16

Ng, Joseph S. Hesse Douglas Dean. "Writing instruction in the computerized context an ethnographic case study of three college teachers at work /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416867.

Full text

Abstract:

Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed March 7, 2006. Dissertation Committee: Douglas D. Hesse (chair), James R. Kalmbach, Janice G. Neuleib, Maurice A. Scharton. Includes bibliographical references (leaves 244-256) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

17

McDuffie, Kristi. "Rhetorical grammar and you : a study of first-year composition papers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524366.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Glutz, von Blotzheim-Maier Barbara. "Angst und Schreckangst im Neuenglischen /." Bern : Francke, 1985. http://catalogue.bnf.fr/ark:/12148/cb34897649v.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

Full text

Abstract:

Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates.
ID: 029050607; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 110-116).
M.A.
Masters
Department of Modern Languages and Literatures
Arts and Humanities

APA, Harvard, Vancouver, ISO, and other styles

20

O'Reilly, Anna. "Word reading and picture naming : phonological encoding in English language production." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3962/.

Full text

Abstract:

In Roelofs' (2004) form preparation study examining processes involved in both word reading and picture naming, he concluded that phonological encoding mechanisms might be shared for the two tasks. Importantly, in his earlier form preparation research Roelofs (1999) argued that phonemic features are not involved during phonological encoding and indeed, most current models of general language production such as Word-form Encoding by Activation and VERification (WEAVER, e.g., Roelofs, 1997a) account for the role of phonemic features once the phonological encoding process has been completed. However, whilst Kinoshita's (2000) re-interpretation of the locus of the masked onset priming effect (MOPE) implies an encoding process for word reading that is similar to that incorporated into WEAVER (e.g., Roelofs, 1997a) and by extension to picture naming, Lukatela, Eaton and Turvey‟s (2001) results suggest that features may well be involved in the word reading processes. The main purpose of the research undertaken within this thesis was to evaluate phonological encoding for both word reading and picture naming to assess the validity of Roelofs' (2004) claims. This was conducted with the employment of the masked priming paradigm as well as the masked sandwich priming paradigm and by the manipulation of phonemic feature overlap in both the initial and end/coda segment position of primes and monosyllabic targets. From the cumulative results of this research, the notion that encoding mechanisms might be shared between these two tasks could not be ruled out. Importantly, phonemic feature effects were consistently observed across both word reading (with lexical primes) and picture naming. Controversially, these particular findings suggest that conventional thinking is misguided to ignore the role of phonemic features during the phonological encoding process.

APA, Harvard, Vancouver, ISO, and other styles

21

Trips, Carola. "The OV-VO word order change in early middle English evidence for Scandinavian influence on the English language /." [S.l. : s.n.], 2001. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB9556634.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Yasutake, Yuko. "English and Japanese word associations and syntagmatic-paradigmatic shift of Japanese children learning English as a second language." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25540.

Full text

Abstract:

Research in word association studies found that children give predominantly syntagmatic responses (responses from different form classes from stimuli). English children were found to undergo a shift to paradigmatic (responses from the same form classes as stimuli) before age ten (referred to as S-P shift) which is the adult norm. On the other hand, Japanese children do not have S-P shift, and Japanese adults' responses are dominantly syntagmatic (Moran 1968). Leicester (1981) collected English word association responses from Japanese beginner and advanced learners of English as a second language and found S-P shift like increase of paradigmatic responses as English ability improves. This study purports to replicate Leicester's study among children. It is because the existence of the S-P shift in English of second-language learners whose first language does not have the shift would mean that second language learning parallels first language acquisition. Two main hypothesis were tested: 1. That Japanese children learning English as a second language will give dominantly syntagmatic responses in Japanese regardless of their grade level. 2. That Japanese children learning English as a second language of higher grade level will give more paradigmatic responses than those of lower grade level. Three subsidiary hypotheses were tested: 3. That Japanese children learning English as a second language will give different proportion of paradigmatic responses in Japanese and English. 4. That Japanese children learning English as a second language will give different pattern of responses in each language. 5. That Japanese children learning English as a second language will give fewer paradigmatic responses in English than monolingual English children of the same grade. Thirty students each of grades one, three, and five from two Japanese supplementary schools in Vancouver and Seattle were used as subjects. The subjects attend regular English classes at public schools, and therefore, their English ability was assumed to parallel their grade level. 27-item word association test was administered in English and Japanese. The ratio of paradigmatic responses was analyzed according to grade level. In agreement with literature, no grade difference was found among Japanese paradigmatic responses. In English, however, grade one subjects performed most paradigmatically, and thereby, no linear correspondence between English ability and English paradigmatic responses was found. Although English responses were close to the English norm, and Japanese responses to the Japanese norm, a significant number of Japanese responses were given in English association by grade five students. Significant difference in paradigmaticity was also found when two schools were compared as well as between two languages. Grade one students outperformed equivalent English monolingual children in English. It was speculated that young children develop L2 vocabulary systems independently and directly from the start resulting in higher rate of paradigmatic responses, whereas older children initially construct a one to one association between LI and L2, resulting in translation responses and low paradigmaticity in the case of English. School difference suggests that there are some other variables affecting word association.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

23

Chan, Yan-ming Franklin. "A study of the effects of the medium of word processing and electronic feedback on intermediate ESL students' attitudes to writing and revision strategies." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto5F%toc%5Fpdf?B23424540.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Whiteley, Helen Elizabeth. "The activation of multiletter units in visual word recognition." Thesis, University of Central Lancashire, 1993. http://clok.uclan.ac.uk/20101/.

Full text

Abstract:

Influential accounts of visual word recognition argue that lexical access is entirely mediated via preliminary letter identification processcs(McClelland and Rumelhart, 1981; Seidenberg, 1987). Others advocate a role for visual features characterising the whole word (Haber and Haber, 1981). A third view holds that lexical access is, at least in part, mediated by sublexical units which are recovered by the action of a parsing mechanism operating on identified letter codes through the application of specific rules (e.g., Spoehr and Smith, 1973). Recent work by Alice Healy and her colleagues supports a multi-level view of word recognition incorporating representations not only at the letter and whole word levels, but also at an intermediate level where multiletter units can be activated directly by supraletter features (e.g., Healy and Drewnowski, 1983). The concept of an intermediate level of representation in visual word recognition remains controversial. A priming paradigm was employed to investigate the existence of directly activated multiletter units. Subjects were required to make a discrimination response to test stimuli which could be either targets or foils. Targets were either single-letters or consonant-bigrarns which were present or absent in an immediately preceding word, and foils were either single keyboard characters or a character plus a letter. Experiment I verified an earlier finding that responses to consonant-bigram targets are facilitated when these appear in a prime word, while responses to the constituent letters of those bigrams are not facilitated (Greenberg and Vellutino, 1988). In addition, responses to primed bigrain targets were faster than responses to primed single letter targets. Experiments 2 to 4 revealed that the bigram priming effect occurs only when both primes and targets appear in lower-case type. These observations provide evidence for the existence of directly activated multiletter units. Subsequent experiments supplied converging evidence for the importance of supraletter visual features in the activation of multiletter units and strengthened the view that the multiletter unit effects observed arise at a pre-lexical stage of processing when words are being processed to a level of meaning. Implications for theories of reading are discussed, and related developmental issues are considered.

APA, Harvard, Vancouver, ISO, and other styles

25

Pederson, Mark John. "Usability evaluation of grammar formalisms for free word order natural language processing /." [St. Lucia, Qld], 2000. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16187.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Huang, Yu-Chun. "The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

Full text

Abstract:

The purpose of this research is to determine whether speech shadowing influences the values of voice onset time (VOT) of word-initial consonants, /b/, /p/, /t/, /d/, and /k/ in reading and speaking conditions after a four-week training period. Twenty participants separated into two groups from a learning center in Taipei, Taiwan were recruited for this experiment. Mann-Whitney U tests were conducted to compare the values of VOT of five word-initial consonants in reading and speaking conditions, and narrative analyses were conducted to distinguish the differences among reading, speaking, and shadowing conditions. The results indicate that after the training period, the pronunciations of the consonants /b/, /p/, and /d/ had changed in reading and speaking conditions. The teaching of English pronunciation in Taiwan elementary schools was discussed and speech shadowing was recommended as one pedagogical method for improving the acquisition of English pronunciation.

APA, Harvard, Vancouver, ISO, and other styles

27

Youngquist, Sandra A. "The impact of electronic writing proficiency on student writing performance /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Fristedt, Emma. "Irish loanwords in English varieties." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27603.

Full text

Abstract:

This essay will discuss and research the width and frequency of Irish loanwords in contemporary English varieties. The meanings, uses, differences, similarities and collocations of selected words will be discussed and analyzed in order to find answers to the research questions asked. The methods used are quantitative and qualitative research methods. The quantitative method will measure the frequency of the selected words in each of the selected varieties and the qualitative method will discuss the meanings and uses of the words in the different varieties. Each word has its own section which discuss meanings, developments and instances in which the words can be found in the different varieties. These sections are summarized at the end of the essay and the conclusion states that Irish loanwords in contemporary English varieties are not greatly widespread compared to the frequency of the same words in Irish English. A few of the words have been able to develop their meaning and use through time, but most instances of the words show the original meaning and use.

APA, Harvard, Vancouver, ISO, and other styles

29

Heung, Lok-yi. "Loan word compression in Hong Kong /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36846260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Marti, Carl Nathan. "11-month-old infants' use of function morphemes to identify word boundaries /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008387.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Hill, Timothy D. "Relationships among language use, phonological skill, and vocabulary in English language learning preschoolers." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002575.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Cohen, Shai. "On the semantics of too and only distinctness and subsumption /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379949/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Heung, Lok-yi, and 香樂怡. "Loan word compression in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007573.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Ma, Tim-tim. "The effectiveness of guessing vocabulary meaning using contextual clues and learning word list in terms of vocabulary retention." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262979.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Budzhak-Jones, Svitlana. "Single-word incorporations in Ukrainian-English bilingual discourse, little things mean a lot." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0008/NQ38777.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

Full text

Abstract:

This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.

APA, Harvard, Vancouver, ISO, and other styles

37

Cassano, Lauren M. "The effects of a word study spelling program in a differentiated classroom /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Barbu, Otilia C. "Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193243.

Full text

Abstract:

The goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.

APA, Harvard, Vancouver, ISO, and other styles

39

Liu, Li-E. "Register awareness and English language learning : the case of multi-word discourse markers." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27619/.

Full text

Abstract:

Research in L2 learners' use of discourse markers (DMs), which largely focuses on single-word DMs and reports learners' overuse or underuse tendency, generally concludes that L2 learners need a keener register awareness in this regard. This lack of awareness in using DMs in accordance with the appropriate register, however, is not further pursued. Although extensive studies have been carried out in examining multi-word discourse markers (MDMs), researchers have exclusively focused on the formulaic nature of these MDMs. The linking nature that MDMs possess has been largely neglected. This thesis therefore aims to explore further the pragmatic awareness of L2 learners in their use of MDMs by including both corpus-based studies and experiments. Questions to be addressed include to what extent L2 learners exert their pragmatic awareness and use MDMs appropriately, and whether or not English proficiency affects the types and quantities of MDMs used by learners. The thesis first describes the usage patterns of the targeted MDMs in 4 native speaker (NS) corpora, leading to the creation of a formality continuum along which various MDMs can be placed. An additional investigation in the Cambridge Learner Corpus (CLC) shows that the overuse/underuse phenomenon has to be discussed by taking into account the semantic categories of MDMs. Two studies - the reaction time (RT) task and the multiple discourse completion task (MDCT) - are carried out with the goals of perceiving learners' pragmatic awareness and testing whether the learners' corpus-based results can be supported by the experimental data. The results show that advanced L2 learners notice the embedded formality mismatch better than the intermediate learners. The L2 participants in the two studies find identifying Concessive links the most difficult and this is supported by the fact that CLC learners also show a lack of register awareness in using Concessive MDMs. Future work includes applying the methodology to other multi-word units, recruiting different groups of L2 learners (ESL), and pursuing the thesis's implication for teaching.

APA, Harvard, Vancouver, ISO, and other styles

40

Santos, Maldonado M. C. "First and second language visual word recognition : neighbourhood effects in Spanish and English." Thesis, University of Edinburgh, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.661584.

Full text

Abstract:

Current models of visual word recognition assume that the recognition of a stimulus word is affected by orthographically similar words (orthographic neighbourhood). In this thesis I explore the effects of neighbourhood on monolingual and bilingual word recognition. In particular I study the influence of Word Frequency, Neighbourhood Size (N) and Neighbourhood Frequency (NF) in English and Spanish lexical processing N refers to the number of real words that can be created from a given word by changing one letter at a time while preserving letter position. NF refers to the frequency of the neighbours in relation to the frequency of the target word. There is a great deal of controversy as to whether orthographic neighbours facilitate or inhibit lexical processing and whether neighbourhood effects are consistent across languages. These questions are examined in four experiments carried out within the lexical decision paradigm. Experiment 1 investigates the effects of Word Frequency, N and NF with English stimuli and twenty-four English native speakers. Latency differences are not statistically reliable, but they show a tendency for both N and NF to be facilitative of lexical processing. Experiment 2 examines the same variables with Spanish stimuli and sixty-three Spanish native speakers. Data reveals null effects of N and reliable inhibitory effects of NF, with an interaction of NF with Word Frequency. In Spanish having higher frequency neighbours seems to delay lexical decision times, and this effect appears to be more marked for low frequency words. Experiment 3 explores neighbourhood effects in eighty bilingual speakers of English and Spanish with bilingual stimuli presented in two language blocks. General results show null effects of N and significant inhibitory effects of NF. Results by target language show reliable facilitative effects of N in English and highly robust inhibitory effects of NF in Spanish. Experiment 4 further investigates effects of NF in a cross-language lexical decision task with semantic (translation) priming done with sixty-four bilingual speakers of English and Spanish. The purpose of the experiment is to examine the strength of cross-language priming effects under four NF conditions (NF Leaders and Nonleaders, for targets and primes). Data shows reliable priming effects in both language directions, L1 to L2 and L2 to L1. Data also exhibits a significant interaction between language and the priming influence of NF Leader primes and NF Nonleaders primes.

APA, Harvard, Vancouver, ISO, and other styles

41

Darby, Jeannique A. "The processing of conversion in English : morphological complexity and underspecification." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:17ac8ebc-82b8-4aa8-b61d-5fe9f310a09c.

Full text

Abstract:

This thesis investigates a subset of the lexical items which appear to be involved in the phenomenon of conversion in English. In its most canonical form, conversion involves pairs or sets of word forms which share both their phonological (and orthographic) form as well as some element of meaning, but which seem to belong to di↵erent word classes. In this study, the focus is on the relationships (or lack thereof) between monosyllabic verbal and nominal forms in conversion pairs. The investigation takes as a starting point the patterns of linguistic behaviour within and across these pairs. The situation which is revealed is complex, but not unsystematic. Instead, it is shown that in many cases, the relationship between the nominal and verbal forms is clearly asymmetrical. In contrast to these clearer patterns, however, there are also a number of cases wherein the relationship appears to be more symmetrical in nature. In view of the complexity of the situation, the question of how to best model the linguistic behaviour of such forms has been a subject of some debate in the literature. A variety of theoretical explanations for these relationships have been proposed, though none has managed to account for the wide range of data. This study therefore suggests a mixed model, in which asymmetrically-related forms are involved in a derivational morphological process, while symmetrical forms represent inflected forms of a single lexeme which lacks a specification of word class. However, given the fertile – and in no way settled – research background, the primary contribution of this study is an experimental exploration of how these forms and the relationships between them might be synchronically represented in the mental grammar of current speakers. To that end, three behavioural experiments are conducted with a view to uncovering how di↵erent types of conversion items are processed, and how information about their processing might inform our theoretical understanding. The results of these experiments suggest that the processing of these forms is indeed in line with the patterns of symmetry and asymmetry found in their linguistic behaviour, and suggests that some conversion pairs may be involved in a derivational process, while others may not be pairs at all but rather a single, underspecified lexical entry. However, in addition to the results concerning the forms which display clearer patterns of behaviour, it is suggested that the patterns across the phenomenon of conversion as a whole may best be understood as a continuum, rather than all suggesting a single underlying pattern of mental representation.

APA, Harvard, Vancouver, ISO, and other styles

42

Beltz, Brandon C. "Revisiting orthographic similarity." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4545.

Full text

Abstract:

Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 119. Thesis director: Christopher T. Kello. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 114-118). Also issued in print.

APA, Harvard, Vancouver, ISO, and other styles

43

Bora, Simona Floare. "Beyond the mere word : exploring the language of drama through text- and performance-based approaches for developing L2 oral skills." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/21287/.

Full text

Abstract:

This study explores the effectiveness of drama by using contemporary plays both as self-standing extracts and as a full-scale performance for developing learners’ oral skills in terms of complexity, accuracy and fluency and their positive attitudes towards foreign language learning within a high school compulsory curriculum in an Italian context. The rationale for undertaking this investigation lies in the heartening results obtained when dramatic approaches were implemented predominantly within a university context or as an extracurricular activity in the language classroom. A class of final year high school Italian students with a lower-intermediate to upper-intermediate level of language was exposed longitudinally to a text-based approach followed by a performance-based approach conducted over a term each for a total of 20 lessons. A control group was taught through a communicative traditional approach. Quantitative data were collected through an oral pre-test, a mid-test and a post-test by using three tasks, both monologic and dialogic: oral proficiency interview, story-retelling and guided role-play. To elicit learners’ attitudes questionnaires and follow-up interviews were used, thus affording me deeper insights into learners’ preferences, reasons for enjoyment, their usefulness for developing language skills, problems and difficulties encountered. The results show that drama-based approaches improved significantly learners’ pronunciation accuracy, speed-fluency, breakdown-fluency, repairs-fluency, MLR, phonation time ratio, and syntactic complexity. There was no significant statistical result on accuracy between the two groups. When comparing the two types of approaches, findings revealed that the text-based approach led to a higher syntactic complexity, breakdown fluency and phonation time ratio whilst the performance-based approach led to a higher level of accuracy both on the global scale and pronunciation accuracy, and speed fluency. Neither of the two drama-based approaches led to a significant score on the MLAS, MLR and repairs fluency. The qualitative findings display mixed but fundamentally greatly favourable attitudes towards the employment of drama approaches.

APA, Harvard, Vancouver, ISO, and other styles

44

Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.

Full text

Abstract:

This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.

APA, Harvard, Vancouver, ISO, and other styles

45

Aertsen, H. "Play in Middle English : a contribution to word field theory /." Amsterdam : Free University Press, 1987. http://bibpurl.oclc.org/web/33043.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Fernández, Lara Alexis. "Word associations of intermediate and advanced learners of English as a foreign language and English native speakers : probing into lexical network knowledge." Tesis, Universidad de Chile, 2010. http://repositorio.uchile.cl/handle/2250/108658.

Full text

Abstract:

Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
The general objective of this research study is to analyse and compare receptive and productive word associations produced by intermediate and advanced learners of English as a foreign language, and native speakers of English.

APA, Harvard, Vancouver, ISO, and other styles

47

Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Benom, Carey. "An empirical study of English 'through' : lexical semantics, polysemy, and the correctness fallacy /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404336481&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 342-374). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

49

Ali, Zainab. "The processing of multi-word expressions by native Arab second language speakers of English." Thesis, University of Essex, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668158.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ingram, Catherine. "Word and Song: The Paradox of Romanticism." TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/805.

Full text

Abstract:

Among the various outcomes of the Romantic period, an interest in the relationship of the arts remains a widely recognized yet rarely examined field of study. Music and literature seemed to develop a particular kinship, yet to identify the exact relationship is as difficult as defining Romanticism itself. In this study, I attempt to do both. In exploring the concept of Romanticism, its paradoxical development from Classicism is examined through the comparison of six great composers and poets of the period. By tracing the similarities and differences in style of Beethoven/Wordsworth, Schumann/Keats, and Brahms/Tennyson, hopefully a clearer understanding of the evolution of Romanticism is achieved. These artists, although creating through different mediums, address the apparent rejection of Neoclassicism, the apex of Romanticism, and the realization of its limitations. The result is the revelation of the paradox of Romanticism. For each artist, the realization of the Romantic spirit presents contrasts. Ultimately, the rejection of Neoclassic thought becomes as important to Romanticism as its dependence on Neoclassic form. These six artists achieved success not only because of their talents but also because of their acknowledgement of this fact. In this study, I trace their development through the rise and fall of Romanticism as more than instances of shared techniques or borrowed texts; the similarities in thought, poetic vision, and style shared by these artists are explored as well. The paradox of Romanticism is revealed through the interrelationship of poetry and music.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Be (The English word) English language English language Englisch'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles