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Dissertations / Theses on the topic 'English foreign and second language'
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Wold, James B. "Difficulties in learning English as a second or foreign language." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JWold2006.pdf.
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Leung, Yau-keung. "Lexical networks and foreign language vocabulary acquisition." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810664.
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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
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Mohammed-Ali, Ahmed Shakir. "Attitudes and motivation of Arabic-speaking students of science and technology in Wales towards English and their relationship to proficiency in English." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260168.
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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.
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Groot, Ingeborg. "Note-taking in English as a second language acquisition." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.
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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students.<br>Department of English
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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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Huang, Hsiao-Juo. "Enunciative identity in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/40.
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How to improve the skill of speaking English is a major challenge for English learners in Taiwan nowadays. This project focuses on issues of pronunciation as the starting point to examine the problems of learning English, and issues of identity transformation in the language-learning process. Then it addresses the concept of enunciation as a way to facilitate English learners to establish their confidence in, and ownership of, the target language. This project is designed not only for discussing issues of improving the teaching and learning of English pronunciation, but also for explicating how students can gain their own voices and define their subjectivity during their English-learning process.
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Bozorgian, Hossein. "Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54724/1/Hossein_Bozorgian_Thesis.pdf.
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Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehension teaching approach through multiple choice written responses in the institutes. Therefore, the process of explicitly teaching listening is overlooked with a strong emphasis on the post hoc assessment of the products of listening.
This study used a mixed methods approach to investigate the relationship between metacognitive strategy instruction and listening performance, metacognitive awareness and use of metacognitive strategies in listening. Three research questions were addressed in this study:
- Is there a relationship between metacognitive strategy instruction (planning, monitoring and evaluation) and Iranian High Intermediate students¡¦ listening? „
- Is there a relationship between metacognitive strategy instruction and Iranian High Intermediate students¡¦ metacognitive awareness of listening?
- Does metacognitive strategy instruction help Iranian High Intermediate students¡¦ use of metacognitive strategies during listening?
A single group (N = 30) of High Intermediate level tertiary students in Iran were guided through a metacognitive strategy instruction over one semester (10 weeks). The first research question was measured through IELTS listening tests, which tracked any change of students’ listening performance. The second research question was analysed through results of a Metacognitive Awareness Listening Questionnaire (MALQ) to survey students’ awareness of metacognitive strategies in listening. Finally, the third research question was analysed through interviews, which explored students’ use of metacognitive strategies in listening. Results indicate that High Intermediate students developed listening performance, but there were no significant changes in metacognitive awareness in listening. Students reported in the interviews that they used multiple strategies (cognitive and metacognitive) to approach listening. Implications for English teaching in Iran and other contexts are discussed.
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Kim, Joo-hae. "Foreign language listening anxiety : a study of Korean students learning English /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004305.
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Tabbara, Sajida. "A study of accuracy orders of nine English morphemes amongst learners of English as a foreign language." Thesis, University of Reading, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294990.
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Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.
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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.
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Dyson, Bronwen Patricia, University of Western Sydney, and of Arts Education and Social Sciences College. "Developmental style in second language processing : a study of inter-learner variation in the acquisition of English as a second language." THESIS_CAESS_XXX_Dyson_B.xml, 2004. http://handle.uws.edu.au:8081/1959.7/817.
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Research into how learners acquire second language has established that there are developmental stages but has not established the nature of variation within these stages. On the basis of a longitudinal study of the speech of six learners acquiring English as a Second Language (ESL), this thesis investigates the proposals which have been made about variation in stages within the paradigm established by the Multidimensional Model (MDM). Of particular interest is the variational option hypothesis in Processability Theory (PT), the theoretical framework of this thesis. The findings indicate that these variational options and the variational features are not satisfactory in three main respects. They are based on a theoretical construct which makes problematic assumptions about the learner’s knowledge of the second language, they do not reliably predict variation and they exclude important aspects of variation. This thesis proposes a new approach termed ‘developmental style’ which suggests that learner orientation at each stage can be defined in terms of a learner’s lexical or grammatical orientation. The findings demonstrate support for the developmental hypothesis and show that learners are consistent in their particular developmental style at the different stages investigated. The results indicate that learners vary in terms of their general grammatical development at any stage. This study also finds that language background, gender and task are variables which need to be controlled (informally) in order to demonstrate developmental styles.<br>Doctor of Philosophy (PhD)
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Zhang, Mingjian 1958. "Syntactic features of the English interlanguage of learners of English as a second language." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/7730.
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Lai, Yajuan. "The problem of low proficiency in English as a foreign language in urban middle schools in China." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-03162010-103230.
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Kennedy, Sara 1973. "Second language learner speech and intelligibility : instruction and environment in a university setting." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115651.
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The purpose of this study was to investigate changes in the pronunciation and intelligibility of instructed and uninstructed second language (L2) learners over time, and to identify instructional, environmental, and methodological factors playing a role in pronunciation and intelligibility.<br>Seventeen L2 graduate students at an English-medium university recorded three personal anecdotes over five months. The students also regularly logged their exposure to and use of English. Nine of the students (instructed group) were concurrently taking an oral communication course focussing on suprasegmental pronunciation. Classroom instruction was regularly observed and recorded. All 17 students were interviewed at the end of the study.<br>L1 listeners heard anecdotes from three instructed and three uninstructed students, matched for length of residence and first language (L1). Listeners also heard anecdotes from four L1 English speakers. One group of listeners retold each anecdote after hearing it (discourse-level task). The other group paused the recording of each anecdote whenever a word was unclear (word-level task). Each group of listeners also rated excerpts for accentedness, comprehensibility, and fluency.<br>Results of quantitative and qualitative analyses showed that: (a) no unambiguous changes in the pronunciation or intelligibility of either L2 learner group occurred over time; (b) word-level intelligibility measures more consistently differentiated L1 and L2 groups, and the instructed and uninstructed L2 groups; (c) compared to the instructed group, the uninstructed group logged relatively more English exposure/use for academic activities and relatively less for interactive social activities; (d) many instructed L2 learners did not believe that their pronunciation had noticeably improved, but almost all expressed satisfaction with their ability to communicate in English; (e) at the end of the study, many uninstructed learners reported persistent difficulties in communicating in English.<br>The results suggest that instruction in suprasegmental aspects of pronunciation sometimes may not lead to improved intelligibility or pronunciation. In addition, some L2 learners can be as intelligible as L1 speakers, depending on the listening task. Finally, results suggest that L2 learners' perceptions of their communicative ability and their patterns of L2 exposure/use are related. Implications for university preparation and support programs for L2 graduate students are discussed.
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Sjöberg, Helén. "English Teachers´Views on the Use of the Target Language in the Classroom." Thesis, Halmstad University, School of Teacher Education (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1388.
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<p>In our ever more international world, the English language plays an important role. This is</p><p>also reflected in its prominent position as a core subject in the Swedish school system. It is</p><p>therefore important that English teachers offer students an environment in which they have</p><p>the best possible opportunities to be successful in reaching the goals specified in the</p><p>syllabuses. One variable in a successful foreign language classroom is the teacher's usage</p><p>ofthe target language.</p><p>This study is about English teachers' views on the issue of target language usage in the</p><p>classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the</p><p>interviews show that the teachers are, more or less, in agreement that the target language</p><p>should be used all the time in the classroom. There are, however, occasions in which the</p><p>interviewed teachers do not work according to their own beliefs and methods and revert to</p><p>using Swedish. The main such occasions can briefly be said to be: explanation of grammar,</p><p>non-subject related "mentor's issues" and classroom management issues. In addition, this</p><p>study argues that the governing documents, previous research, as well as well-known</p><p>theories on the subject support a high usage of the target language by the teacher.</p>
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Wen, Tao-Chih. "The Role of Motivation in Second Language Pronunciation." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4829/.
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This thesis investigates the phonological ability of exceptional second language (L2) learners of English and their levels of motivation. This study is the first of its kind to do a large-scale examination of L2 learners whose first languages (L1s) do not belong to the same Indo-European language family as English. Fifteen non-native speakers (NNSs) of English filled out a questionnaire and produced four speech samples, including a picture description task, paragraph reading task, sentence reading and word reading task. Fifteen native speaker (NS) controls also produced the same speech samples. Four NSs judged all participants' accents. Six NNSs scored as highly as NSs on some of the speech segments using a 2-standard deviation (SD) cut-off point. There was no significant correlation between their scores on pronunciation and motivation.
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Zhang, Xiangmei. "Authentic materials in English as a Second Language conversation instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2526.
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Powell, Judith Ann. "Teaching reading to adults where English is their second language." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3346.
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This project sought to identify methods that will work best for Second Language (ESL) adults and identify ways in which ESL can be taught to help facilitate learning for the older adult over 40 years of age. This project identified some of the problems caused by the nature of the English language and the grammatical issues older ESL students face when attempting to learn to speak and read English.
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Emsley, Maletsema Ruth. "The effect of cultural background on comprehension of English texts by second language learners of English." Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/577.
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Thesis (M.Ed. (Language Education)) --University of Limpopo, 2011.<br>This study investigated the effect of cultural background on comprehension of English texts by second language learners. The study specifically aimed at determining whether cultural background had any effect on comprehension of English texts by second language learners and whether the second language learners’ cultural background could help them comprehend unfamiliar texts. The background of the study in this mini dissertation was followed by the discussion on the literature available on this topic. This study followed a case study design which utilized 89 respondents from the Further Education and Training band of a rural secondary school in the north of Limpopo province. Data was obtained through the completion of questionnaires and answering of questions from a comprehension test based on English culture. The findings showed that there was no total comprehension of the text by learners who use English as a second language. Learners of English as a second language need to possess specific cultural schemata to comprehend texts that are unfamiliar to them. This study was informed by the schema theory. There is a significant effect of cultural background on the comprehension of English text by second language learners.
KEY WORDS: Schema theory. Culture Comprehension. Cultural background
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Takagaki, Bob. "The acquisition of the English system of pronominalization by adult second language learners." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25526.
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The study presented in this paper is a second language study of the acquisition of the English system of pronominalization by adult learners of English. It is a partial replication of Ingram and Shaw's (1981) first language acquisition study on the same topic.
One hundred and eighty four subjects and twenty control subjects were administered a written task that involved making anaphoric assignments to pronouns in thirty five test sentences, representing seven different sentence construction types.
Analysis of the data indicated that the two syntactic constraints of precedence and dominance played major roles in the anaphoric assignments made by all subjects. In addition, these two syntactic constraints were instrumental in delineating developmental stages in the acquisition process. A comparison of the response patterns displayed by the present study's subjects and those displayed by Ingram, and Shaw's subjects revealed a number of differences. These differences suggested that the acquisition process was not invariant and highly sequential in nature, but dynamic and highly creative, allowing a great deal of latitude in terms of the processing strategies employed.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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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.
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<p> 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.</p><p>
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Jung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.
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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.
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Pham, Huong Thi Lan. "Teacher perceptions of English for Specific Purposes (ESP) programs." Thesis, Argosy University/San Francisco Bay Area, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663239.
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<p> The purpose of this quantitative descriptive dissertation study was to examine teacher perceptions of instructional issues and delivery and working environments of English for Specific Purposes (ESP) programs. Data were collected from ESP teachers at 12 universities in Ho Chi Minh City, Vietnam through an online survey. This study was significant since the results might benefit the design, development, and evaluation of ESP curriculums to reduce significant problems and enhance ESP teaching quality. Also, the exploration of teacher perceptions can help school administrators work around the limitations of their contextual conditions and impose a higher level of impact on transformation and development of ESP programs.</p><p> The collected data were analyzed by using Statistical Package for Social Sciences (SPSS) software. The questionnaire included 32 items that were rated on a four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistics including means and standard deviations were used to answer Research Question 1. Independent samples t-tests and ANOVAs were used for research question 2 to determine how the groups were different from one another. The results pointed out aspects of ESP programs that were perceived similarly and differently by groups of respondents based on the gender, age, educational backgrounds, and ESP teaching experience.</p>
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Benmansour, Naima. "Motivation and learning preferences of Moroccan high school learners of English as a foreign language." Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/4270/.
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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
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Ntete, Susan. "Case studies of second language learners who excel at writing in English." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003310.
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This study, which was carried out in Mdantsane township in the Eastern Cape, attempts to explain why some learners from the former Department of Education and Training, and whose mother-tongue is Xhosa, are more proficient English Second Language (ESL) writers than others. As one who grew up as an ESL learner, and has taught as an ESL teacher in this area, my interest in this field of study has been triggered by the concern of one who has experienced educational disadvantage. My understanding of what it means to be an ESL writer, given the status that English enjoys in South Africa presently, has been the motivating force behind this study. The study focuses on competent ESL writers. It is hoped that other researchers, teacher educators and teachers will learn something from the practices and strategies used by the learners in this study. In its investigation this study employs case studies. For purposes of triangulation, multiple sources of data collection have been used. The major areas of focus are on the learners and their ESL writing practices. Collection of data includes formal interviews with both ESL learners and their teachers, informal interviews with the learners' Xhosa teachers, observation as well as text analysis. The findings of the study suggest, among other things, that more often than not, it is learners who are motivated extroverts, ambitious go-getters and uninhibited survivors who become excellent ESL writers. Like any study, this has certain limitations. As a result the interpretation of data has been expressed in tentative terms. This does not mean that there is nothing to be gained from a study of this nature. Instead, the aim is to challenge more researchers to take up this issue, so that generalis ability across case studies can be achieved.
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Cheung, Sin-lin Isabelle. "A study of lexical errors in South-Asian Non-Chinese speaking children's writing." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36863658.
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Farina, Marcella. "The Effect of Input Modality on Pronunciation Accuracy of English Language Learners." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.
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The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.<br>Ph.D.<br>Doctorate<br>Dean's Office, Education<br>Education and Human Performance<br>Education; TESOL
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Yin, Chengbin. "Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Lemelin, Nathalie. "A study of eight culturally and linguistically diverse secondary students' perceptions of first and second language writing instruction and second language learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43902.pdf.
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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.
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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.
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Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.
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This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.
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Скирда, Тетяна Сергіївна. "Simultaneous learning of two foreign languages: English, Spanish." Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/44810.
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The study considers the concept of bilingualism, the essence of which is the coexistence and interaction of two languages within one language environment, the learning of the Spanish
language is analyzed, which ranks it as the second language in business after English one. Today, students of higher education institutions often choose Spanish as a second foreign language. Thus, knowledge of two foreign languages makes it possible quickly reach the international level of professional activity and master the intercultural communication of many countries.<br>У нашому дослідженні розглянуто дефеніцію двомовності, сутність якої полягає у співіснуванні і взаємодії двох мов у межах одного мовного середовища, здійснено аналіз вивчення іспанської мови, як другої іноземної мови, яка посідає друге у діловому середовище місце після англійської мови. Сьогодні студенти закладів вищої освіти найчастіше вибирають вивчення іспанської мови як другої іноземної мови. Отже, володіння двома іноземними мовами дають можливість швидко вийти на міжнародний рівень професійної діяльності та оволодіти
міжкультурною комунікацією багатьох країн.
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Liu, Kuan-Ting. "Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2807.
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This project serves as a resource to help teachers understand and meet the educational needs of second-language learners by promoting their metalinguistic awareness through peer response in writing in elementary English as a foreign language.
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Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.
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Thesis (Ed. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.
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Yang, Hsueh-Ju. "The collaborative dramatic process in elementary English as a foreign language." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1455.
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Armstrong, Sean P. "Chinese English Teachers' Perceptions of Foreign English Teachers| A Qualitative Study in Positioning." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420743.
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<p> In this qualitative explanatory single case study, community of practice and positioning theory were used to examine the perceptions of Chinese English teachers (CETs) concerning foreign English teachers (FETs) in a bilingual primary school in an urban environment in East China. The problem in this study was the difficulty of CETs and FETs to work harmoniously to teach English in Chinese primary schools. Specifically, the research questions were a) what are the Chinese English teachers’ perceptions of barriers to collaborating with foreign English teachers? and b) What are the Chinese English teachers’ perceptions regarding the contributions of the foreign English teachers in relation to English language teaching? At this school, each Chinese teacher was paired up with a foreign teacher as co-teaching dyad with shared responsibility. After conducting interviews with seven Chinese English teachers at the school, the interview transcripts were coded using values coding methods and descriptive coding. After compiling the data, six themes emerged relative to the research questions. Concerning barriers to collaboration, the Chinese English teachers mentioned noticeable differences in the dedication to teaching, a lack of solidarity between the two groups, and problems with the administration of the school. Contributions of the foreign teachers were providing cultural context, different approaches in teaching and working with the students, and native speaker model. From these results, it was recommended that foreign teachers need to demonstrate their desire to teach in better ways to their Chinese coworkers. Additionally, school administration must provide more direct leadership so that teachers can know what is expected of them concerning how to work together with the other teachers.</p><p>
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歐美恩 and Mei-yan Florence Au. "Investigating gender in students' English learning beliefs in an English as a second language (ESL) class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262050.
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Yin, Zhaochun, and 尹照春. "The lexical inferencing of Chinese learners of English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47752920.
Full textAbstract:
The primary purpose of this study is to explore the lexical inferencing of Chinese learners of English as foreign language in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. All together 781 Chinese EFL learners at four stages of English learning (senior secondary year-2, tertiary beginning, tertiary middle, and tertiary final) participated in this study. 726 respondents answered a questionnaire of lexical strategies to unknown words in reading and clue use in lexical inferencing. 55 participants thought aloud the process of inferring the meaning of 12 target words while reading an article, and reported their knowledge of target words in a surprise test one week after the think-aloud activity.
Data collected from the questionnaire were analyzed quantitatively to rank various lexical strategies and types of clue use. The think-aloud protocols of lexical inferencing were analyzed qualitatively to identify the type and amount of clue use, the event sequence of lexical inferencing, the processing type & adaptability, and the outcome of lexical inferencing. Their subsequent knowledge of target words was coded and analyzed. All these items of lexical inferencing also were processed quantitatively to explore the overall view of Chinese EFL learners‘ lexical inferencing, and the similarities & differences of learners at different stages.
The findings reveal that Chinese EFL learners frequently used a number of lexical strategies, and lexical inferencing was the most frequently used. They used various types of clues, especially sentence meaning, morphology, and discourse meaning in their lexical inferencing. Some features of clue use, such as abundant imagined morphological clue and L1 grammar clue, revealed the impact of the Chinese language. There were also some variations in the clue use of learners at different stages. The results of this study show that major lexical inferencing procedure was ‘Guess > Accept’ at senior secondary stage and ‘Guess > Evaluate > Accept’ at three tertiary stages. There was an obvious upward shift of processing type from the ‘pure top processing’ of senior secondary to more advanced processing of tertiary stages. The overall adaptability of Chinese EFL learners‘ lexical inferencing was not high. There was an increasing tendency of high adaptability from the stage of senior secondary to tertiary final. The findings show that one fourth of lexical inferencing outcomes were ?Correct‘, while one third were ?Partially Correct‘. There was an increase tendency of ‘Correct‘ or ?Partially correct’ inferences and vocabulary knowledge acquisition from senior secondary stage to tertiary final stage. Measurable vocabulary knowledge was acquired in lexical inferencing.
Further explorations reveal that Chinese EFL learners‘ procedural & declarative knowledge might potentially explain the performances of their lexical inferencing.
This study culminates with some pedagogical implications for vocabulary learning and reading, and some suggestions for further research on lexical inferencing.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Groot, Ingeborg. "The use of conjunctions in English as a second language (ESL) : students' oral narratives." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191106.
Full textAbstract:
This dissertation analyzes the production and functions of the conjunctions and, but, so, and then as discourse markers in English as a Second Language (ESL) students' oral narratives. Two types of narratives are analyzed: a non-guided, or spontaneous narrative, and a picture-guided-narrative. Narratives of forty three ESL students are included in the analysis as well as narratives from six native speakers.This study indicates that l) the ESL students attach a narrowly defined meaning to and, but, so, and then, 2) the ESL students use and, but, so, and then to link previous sentences or ideas. or refer back to ideas, less than for any other function, 3) the ESL students do not use a greater number of occurrences of and, but, so, and then in the picture-guided-narrative than in the non-guided-narrative, and 4) the ESL students misuse conjunctions in similar ways regardless of their native language (LI ); that is, although the influence from a student's Ll may result in specific problems of transfer, some patterns of conjunction errors are unrelated to the Ll and may be indicative of a more general problem.<br>Department of English
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Li, Qi. "The Motivation of Chinese Learners of English in a Foreign and Second Language Context." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/7122.
Full textAbstract:
This study investigated differences in the motivation of Chinese EFL and ESL learners,
changes in the motivation of Chinese ESL learners over a three month period of
residence in an English-speaking country, and the effect of motivational strategy
training on Chinese EFL learners’ motivation.
This multiple-method study employed both quantitative and qualitative analyses. There
were two phases in the study. In Phase One, the motivation of 132 EFL and 122 ESL
learners was measured by means of a self-report questionnaire, which was adapted from
Taguchi, Magid and Papi’s (2009) instrument based on Dörnyei’s (2005, 2009a) L2
Motivational Self System theory. In addition, 10 EFL and 11 ESL learners kept a diary
of their English learning over a three month period. Their diaries were collected and
analyzed to examine the ongoing changes in the learners’ motivation to learn English.
Data collected from follow-up interviews supplemented the data from the learner
diaries. In Phase Two, an intervention study was carried out, involving the same 10
EFL learners (five in the intervention group and five in the control group). The learners
in the intervention group were provided with three months’ motivational strategy
training. Data on the effect of the training were collected by means of learner diaries,
follow-up interviews, and semi-structured interviews.
The results showed that there were some notable differences in the motivation of
Chinese EFL and ESL learners (i.e., difference in their Ideal L2 Self, their attitudes to
L2 community and culture, instrumentality, their attitudes to learning English, and
criterion measures). The overall motivation of the ESL learners was higher than that of
the EFL learners. The results revealed individual changes and general patterns of
change in the motivation of the ESL learners over the three month period of residence
in New Zealand. Drawing on Dörnyei’s (2005, 2009a) L2 Motivational Self System,
these motivational changes were analyzed in terms of three major dimensions: (1) ideal
L2 self, (2) ought-to L2 self, and (3) L2 learning experience. According to the
similarities and differences in the changes in their motivation, five learner types were
identified based on these three dimensions. The learners belonging to three of these
iv
learner types were able to maintain or increase their overall motivation. Learners in the
other two types were not able to maintain their overall motivation: Their motivation
decreased over the three months. The results also showed that the effect of the
motivational strategy training on the EFL learners’ motivation differed according to
their motivation type. In the Conclusion chapter, the implications and limitations of the
study are discussed and suggestions made for future research.<br>Whole document restricted until October 2013, see Access Instructions file below for details of how to access the print copy.<br>Whole document restricted until October 2013, see Access Instructions file below for details of how to access the print copy.
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Cong, Minh Huynh Hung Education Faculty of Arts & Social Sciences UNSW. "Split-attention in reading comprehension: a case of English as a foreign/second language." Awarded by:University of New South Wales. Education, 2007. http://handle.unsw.edu.au/1959.4/40804.
Full textAbstract:
Recent research on the role, the development, and the effectiveness of reading comprehension instructions has provided substantial results concerning the methodology of teaching foreign languages. Cognitive load theory has assisted researchers to recognize cognitive effects in reading comprehensions that can lead to improvements in reading skill. The aim of this thesis is to analyse the split-attention effect in reading comprehension instructions to assist teachers of English to facilitate learning. Three experiments were designed to investigate whether the split attention effect applied to reading comprehension in EFL/ESL by comparing two instructional formats: split-attention and integrated formats. Participants were randomly allocated to one of the two groups and received one of the two instructional formats. The integrated format included a reading text and IO questions integrating physically into the text. The split-attention format consisted of the same reading text and the same questions at the end of the text. Results indicated that the split attention format increased extraneous cognitive load and interfered with the reading comprehension process compared to the integrated format.
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Henning, Johanna Gertruida. "Linking adverbials in first, second and foreign language English student writing corpora / J.G. Henning." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1201.
Full textAbstract:
In the South African secondary and tertiary education system writing is a very
important part of the curriculum. Students are expected to master basic writing
skills in order to learn how to write longer argumentative essays during their
tertiary education. Previous research has shown that tertiary learners, especially
Black South African English learners, experience problems in writing well-structured,
coherent argumentative essays. Previous research also identifies a
number of distinct BSAE grammatical features that could have a detrimental
effect on the structure, coherence and grammatical correctness of argumentative
student writing. This study investigates one of those features, linking adverbials,
and the effect it has on the coherence and cohesion of student argumentative
writing in ENL, ESL and EFL student writing corpora.
Linking adverbials play a fundamental role in the structuring of a logical
argument. Used incorrectly, linking adverbials can confuse the reader of a text
and mar the cohesion and coherence of a text. This is a field of study that hasn't
been exhaustively investigated in South African or international academic
communities. This makes this study all the more important, as it sheds light on
the issue of linking adverbial usage in students writing and the effect it has on
cohesion and coherence. Although a few studies have been done in this field,
there is no evidence that explains the problem of linking adverbials, or a study
that has fully investigated the link between linking adverbials, cohesion and
coherence. The research done in this study, at least in part, is a beginning to fill
this gap.
Corpus linguistics methodology forms the basis of the study. This is a linguistic
methodology founded on the use of electronic collections of naturally occurring
texts or corpora. This study centres on learner corpora. There are two ways of
approaching corpora for analysis. One can either take a corpus- based or a
corpus-driven approach. In this study a corpus-based approach will be taken, as
this method can accurately supply information as to which grammatical structures
are found and to what extent they are used. The corpus-based approach entails
that one formulates a problem and hypotheses about the problem, and then uses
the corpora in order to prove the hypotheses true or false.
The main sources of data for this study will be the TLEC (Tswana Learner
English Corpus), the Locness Corpus and the Dutch student writing component
of ICLE (The International Corpus of Learner English). Each of these corpora
consist of argumentative student essays written in English. As machine-readable
corpora will be used as the main sources of information in this study, it follows
that corpus linguistic data analysis methods will be employed in this study. By
using the linking adverbial categories stipulated by Halliday and Matthiesen
(2004) as well as Biber et al. (2002a), corpus samples are tagged and analysed
using correspondence analysis.
A basic theoretical framework, providing an outline of grammatical concepts,
defining various concepts and terms used in the study as well as an interpretative
framework which will aid in understanding the deeper underlying issues at the
root of the study, is used. The choice of the term 'linking adverbials' and
cohesion and coherence is discussed, as well as the link between these
concepts. This theoretical framework is used later in the study for the annotation
of the data and the data analysis.
The numerical data presented in this study shows that the TLEC differs a great
deal from the ENL and EFL corpus. One would expect the foreign language
English corpus to differ the most, as it is generally expected that foreign
language English students are less proficient in English than second language
speakers. However, the data presented paints a different picture.
The findings of this study are that ENL, ESL and EFL students have different
ways of using linking adverbials, showing a surprising tendency that EFL student
academic writing adheres more closely to the ENL standard than ESL student
academic writing does. Possible explanations involve Williams's (1 987) issues of
economy and hyper clarity, Meshtrie's undeletion hypothesis (2003), Van Rooy's
(2006) statement that Outer Circle (or New) varieties of English develop their
own norms, while expanding circle (or EFL varieties) of English stay closer to the
inner circle norm, and language acquisition and tranfer-related issues.
All of these may be viable explanations as to why the ESL data are non-standard,
and why the data in the ESL corpus differs from that in the ENL corpus.
This study also emphasises the finding that BSAE students are not fully literate in
academic English and that this is an issue that the educational system needs to
address. This study further shows that certain linking adverbial semantic
categories are overused by some student communities while others are
underused. This study shows that this is a field worthy of concern and has
proven that cohesion and coherence is influenced by the misuse of linking adverbials.<br>Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2006.
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Yan, Xiu. "An examination of foreign language classroom anxiety its sources and effects in a college English program in China /." online access from Digital dissertation consortium, 1998. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9838168.
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Reineman, Juliana Theresa. "Examining English as a second language: Textbooks from a constructivist perspective." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2946.
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Kim, Seung Jung. "Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea WTC as a predictor of success in second language acquisition /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101267838.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2004.<br>Document formatted into pages. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Nov. 24.
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Reynolds, Judith Marsha. "A description of the language experiences of English Second-Language students entering the academic discourse communities of Rhodes University." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002644.
Full textAbstract:
This study is a description of the language experiences of English Second Language students in their first year at Rhodes University. It took place in the context of the changes that are currently occurring in higher education in South Africa in terms of student populations. More and more students are entering tertiary education institutions, including HWESUs, such as Rhodes University, who are considered non-traditional. These students typically have English as their second, or additional, language, and have not been adequately prepared for university study by their secondary education. This study describes the experiences of three such students in their first year at Rhodes University. Entry into a university is seen not just as acquiring knowledge, but as entering, or attempting to enter, a new culture. It is recognised that all students enter universities with other cultures or literacies already in place. In the case of non-traditional students tbese other literacies are usually at some distance from those of the university. The work of James Gee (1990) is particularly useful in understanding this process of adjusting to the demands of university study and the effect that previous experiences have on this process. This study is an attempt to discover and describe the literacies that these three students brought with them to university and the effect these literacies had on their attempts to enter academic discourse communities of the university. An ethnographic research method was adopted in order to do this. The study is also an attempt to evaluate, from the perspective of the three students, the appropriacy of the various changes that Rhodes University has made since the numbers of non-traditional students has started to increase.
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Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
Full textAbstract:
<p>This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.</p>