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1
Haskell, Janae. "Deontic modal use in American English." Kansas State University, 2013. http://hdl.handle.net/2097/16905.
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Master of Arts<br>Department of Modern Languages<br>Mary Copple<br>Modality, a concept for which linguists have struggled to come to an agreed-upon, comprehensive definition, has been the subject of many linguistic studies over the last several decades. The contemporary English modal system has a long history of semantic and morphological development, or grammaticalization, which currently consists of auxiliary modals that function with lexical verbs to express levels of obligation, necessity, ability, permission, and degrees of certainty. For native speakers of English, determining the appropriate contexts and form of a specific modal verb is second nature. However, grasping the contextual complexity of the English modal system can be difficult for English language learners. Deontic modals such as must, have to, have (got) to and should are often presented to English language learners as relatively equal in meaning and contextual appropriateness, which makes gaining a native-like command of these modals even more difficult. This study, on a small scale, describes contemporary usage through a comparison of similar studies and data from a series of sociolinguistic interviews with native speakers of American English. The participants range from the ages of 25-50. They were chosen from the local population of Manhattan, KS and have lived in Kansas for a minimum of 10 years. Through a quantitative analysis of the tokens, patterns of dialogic use will be extrapolated from the linguistic data. The research questions will seek to find established patterns of deontic modal use that in order to identify practical applications of usage-based research for textbook publishers, curriculum designers, and educators.
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Olsson, Johanna. "Media use in the english classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28456.
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Artan, Niklas Kanat. "Computer use in the English classroom : A comparative analysis of English teachers' thoughts and practices regarding computer use in the English classroom." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43726.
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Society changed when it entered the 21st century when technological gadgets like the computer and tablets made our society technologically dependent. The aim of this study is to examine Swedish Secondary and Upper Secondary English teachers’ attitudes towards computer use in the English classroom. The study was carried out by using a qualitative method: semi-structured interviews. A total of 17 teachers offered their thoughts on the subject. The results show that there are both differences and similarities between the Secondary school teachers and Upper Secondary School teachers. The Upper Secondary teachers have a much more positive attitude compared to the Secondary school teachers who have a more neutral attitude. The Upper Secondary School teachers are more positive because of the 1:1 initiative while the Secondary School teachers more neutral as a result of the limited computer supply, which was problematic whenever they have classes that are larger than the amount of computers available at hand.<br>Samhället förändrades vid sekelskiftet när teknologiska verktyg som datorn och surfplattor gjorde samhället mer beroende av teknik. Syftet med denna studie var att ta reda på engelsklärares attityder gentemot datorbruk i det Engelska klassrummet. Studien genomfördes genom att använda en kvalitativ metod: semi-strukturerade intervjuer där totalt 17 lärare intervjuades. Resultaten visar att det finns både likheter och skillnader bland grupperna. Gymnasielärarna har en mer positiv attityd gentemot datorbruk i jämförelse med grundskolelärarna som var mer neutrala, vilket var ett resultat av att gymnasieskolan har 1:1 medan grundskolan i många fall har ett begränsat antal datorer. Detta sågs som problematiskt av grundskolelärarna då dom i många tillfällen hade klasser som var större än mängden datorer tillgängliga.
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Park, Tae Hyon. "Korean EFL writers' difficulties with sentence cohesion and vocabulary use /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7724.
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Watson, Robin Montgomery. "Epicene Pronoun Use in Modern American English." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2358.
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Traditional prescriptive grammar for English states that the epicene or gender neutral pronoun for third person singular use is he. Research into speaker perceptions has clearly demonstrated that he is not perceived as neutral. Research has also shown traditionally proscribed epicene pronouns such as he or she and singular they to be commonly used, despite the long-standing proscriptions against them. The author examines the endurance of such proscribed options through the lens of markedness theory, considering the impact of cultural values on speakers' epicene pronoun choices. Gender in language is also considered, as well as Kuryłowicz‘s 4th Law of Analogy as a means for understanding patterns of language change. Second person pronoun change is considered as a model for understanding third person pronoun changes currently underway in Modern American English. The author conducts and reports on a corpus study designed to assess the current usage of three epicene pronouns in Modern American English, namely he or she and its variant she or he; one; and singular they. The results of the study are considered in terms of medium, spoken or written, and register, colloquial, standard, or formal. The study suggests that they is generally the preferred epicene pronoun, particularly in spoken language, but that one is the preferred epicene pronoun for formal writing.
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Cundick, Denisa Krizanova. "The Relationship Between Reported Out-of-Class English Use and Proficiency Gains in English." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2125.pdf.
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Brown, Joy. "English teaching and the use of ICT : English teacher's experiences of the use of ICT during the corona pandemic." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180714.
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Despite teachers already using Information and Communications Technology as a tool in their English teaching, the corona pandemic and the subsequent transition to online teaching presented teachers with the challenge of using ICT for all of their teaching. Teaching a language which is not the students’ mother tongue makes online teaching an even greater challenge. The purpose of this study, therefore, is to increase the knowledge surrounding the use of ICT in online English teaching in an effort to support teachers in the future. The experiences of ten English teachers were obtained through the use of semi-structured interviews. A thematic analysis revealed a mixture of positive and negative experiences from the teachers, in terms of personal feelings, the actual process of online teaching and professional competence. The need for extra support for teachers in various areas of online teaching is discussed. Further research is needed to provide more detailed information in order to learn how teachers can be better supported in their role as an online educator, or in the use of ICT in a physical classroom.
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Lidblad, Sara. "Attitudes and Use of English in Swedish Society - a survey of preferences and actual use." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6227.
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<p><strong>Abstract</strong></p><p>Many would agree that English has become a global language that has spread all over the world. English has been the primary foreign language in the Swedish school curriculum since the Second World War and most Swedes have some English language proficiency. Today, Swedes are not only subjected to English in school, but also come across English every day in media, in the streets or at work.</p><p>A number of studies have been done on how Swedish students use English and of their attitudes towards it, but not much on how Swedes that are no longer under school influence view the matter. This study has examined the attitudes and preferences towards English among 60 adults. Most of them have a positive attitude towards English and believe that the use of English in Sweden will increase in the future. Even so, they show little concern that English might be a future threat towards Swedish.</p><p>Both men and women find media as their primary source of English influence and there was only one minor difference to be noted when comparing attitudes between different age groups. The older female informants reported to use less English and have lower skills than the rest. No such trend was seen among the men belonging to the same age group. Besides this, some interesting gender differences were seen. The female informants reported to have a stronger preference for British English and the male informants showed preference for American English. These gender differences would be interesting to study further.</p>
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Leung, Lai-kum. "A study of the use of connectives in students' writing in AL classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1355430X.
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Melander, Linda. "English Language Use in the Swedish Daily Press." Thesis, Högskolan Dalarna, Engelska, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2284.
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Nesbitt, Perez Susan L. "Use of subordination in English second language texts." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588149.
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<p>This study investigates features of high-level academic writing in English with the aim of understanding the development of L2 English learners’ academic writing skills as they follow a course of study in an English-speaking country. The study focuses on L2 writers’ text quality and use of clause subordinators as a measure of writing complexity. The typology of the writers’ L1s provides the organizational framework for the study, with three language typology groupings determined by a writer’s L1 word order tendency: (1) configurational languages, (2) nonconfigurational languages, and (3) Asian languages. </p><p> The corpus analyzed included written work collected at the beginning, the middle, and the end of a semester from 19 international graduate-level students enrolled in a semester-long academic writing course specifically for international students. The principal features examined in the corpus of texts collected were writers’ use and frequency of subordinators, and text comprehensibility. To provide a comparative reference for the academic writing course findings, a separate dataset composed of 240 TOEFL<sup>® </sup>iBT independent essays was also examined for evidence of similar features. </p><p> The results revealed that (1) writers from configurationally different L1s write texts in English that are significantly different in quality and complexity, and; (2) the analysis of the significant differences between groups—sentence length, sentence complexity, comprehensibility, total subordinator frequency, and specific subordinator usage—shows the groups are distinct in their text construction and use of subordination, and that the configurational group’s texts are most different from other groups. Writers’ self-reflections on the progression of their writing skills during the study abroad context add insights to the quantitative findings. The study’s findings suggest directions for future research in L2 writing development, inform EFL pedagogy and L2 English learners’ preparation for study abroad, and underscore the importance of colleges and universities providing comprehensive writing support to incoming international students. </p>
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Jeon, Yunju. "The use of English articles by L2 speakers." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573019.
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This thesis examines the use of English articles by speakers of languages with no articles (Korean) and speakers of languages with articles (Spanish). Previous proposals concerning omission and substitution in the use of English articles by L2 speakers are critically evaluated, in particular those of Ionin et al (2004, 2008) on article substitution and Trenkic (2007) on article omission. An additional observation is made - that there is an asymmetry in the degree of variability in the use of the and a that has not been dealt with by previous accounts. The implicit assumption that article-less languages do not instantiate the grammatical category of determiner is challenged and it is shown that article-less languages such as Korean do in fact have a determiner phrase, which has an identical structure to that of the determiner phrase of languages with articles such as English and Spanish. Borer's (2005) exo-skeletal model of Universal Grammar is adopted to defend such a position. The notion of range assignment in Borer's model is introduced and is proposed as a source of L1 transfer. A specific proposal is made concerning the nature of this transfer: adult L2 learners fluctuate permanently between the L1 range assignment mechanism and the L2 range assignment mechanism - a phenomenon I term the Permanent Fluctuation Hypothesis. This hypothesis is tested through three experimental tasks - a forced-choice elicitation task, a spontaneous oral production task and a spontaneous written production task. These were completed by Korean and Spanish learners of English at three proficiency levels - upper intermediate, advanced, and very advanced. The data show a similar pattern of substitution and omission as in previous studies. But this pattern is given an alternative explanation from the perspective of Borer's model of grammar and the Permanent Fluctuation Hypothesis. It is shown that the asymmetry between the and a cannot be explained by the proposals of either Ionin et al or of Trenkic, but can only be successfully explained by the account given in this study.
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Lamb, Julian Mark Cho Lim. "The arts of use in the English Renaissance." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614060.
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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, and Viktoriia Semenivna Kurochkina. "The use of project method in studying English." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34681.
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Project method is a special philosophy of education: a philosophy of purpose and activity, performance and achievements. It was renounced by the Soviet school known for its quality of education. But it has been accepted today because it allows to combine incongruous – the foundations of culture and the process of active socialization.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34681
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Stövring-Nielsen, Birthe. "Secondary School Students' Use of English Outside School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.
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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.
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Algouzi, S. "Discourse markers in Saudi English and British English : a comparative investigation of the use of English discourse markers." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/34008/.
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Based on two corpora, one of Saudi learners and the other of native English speakers, this thesis investigates qualitatively and quantitatively the use of English discourse markers in the speech of advanced Saudi learners of English in the third and fourth years of undergraduate study of English and compares it to the use of discourse markers by native speakers of English. Three of the most frequently occurring discourse markers in the spoken language, namely so, you know and like, are analysed. Qualitatively, the results from the Saudi learners’ corpus show that the three discourse markers under investigation serve a variety of discourse functions. In particular, they show that native speakers of English use so and like more frequently than Saudi learners. You know is used more frequently by Saudis. These results introduce to the research field of discourse markers a new conceptualization of how non-native Saudi English language learners use discourse markers in their speech. Even though the results from the Saudi learners’ corpus show that the three discourse markers are used with a variety of discourse functions, the analysis of the textbooks shows that of the three discourse markers, so is the only one introduced. This makes it difficult to make a strong claim about the connection of the local pedagogy and the use of the discourse markers. Saudi English learners are possibly able to acquire them through their exposure to the media and through their interaction in English with their peers.
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Faraz, Nuzhat. "The use of English during English lessons : A qualitative study of two teachers’ views." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94153.
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This study investigates the use of English during English lessons in Years 5 and 6. In order to do that, three research questions were formulated. In order to collect material to answer these research questions, two methods of data collection were combined, namely observations and interviews. Two English teachers at a school in the Stockholm area were observed and interviewed. These observations and interviews helped to collect the material. The result showed that the Swedish language dominates during English lessons. The teachers reported to be determined to use a large amount of English during their lessons; however, it was clear from the observations that this was not the case in practice. The teachers justified their choice of language by stating that the latest research proves that the students should not devote most of their energy to understanding the language as they should instead focus on the tasks. In order to answer the third research question both the teachers were interviewed. They stated that they use different exercises to address the goals of the curriculum.
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Schanding, Brian. "Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364.
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Siachitema, Alice Kathleen Malilwe. "English in three neighbourhoods of Lusaka : use and attitudes." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/20187.
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De, Koning Joanne. "Perceptions of “new Englishes”: responses to the use of Swazi English in newspapers in Swaziland." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2798.
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MPhil<br>The concept of ‘new Englishes’ developed as a result of the relatively new perception of
English as an adapting and evolving language within increasingly wider global contexts.
According to McArthur (1992:688) the term “new Englishes” refers to "recently emerging
and increasingly autonomous variet[ies] of English, especially in a non-western setting, such
as India, Nigeria, or Singapore." Such varieties of English develop from an English,
traditionally recognised as standard, to become distinctly individual: they retain some cultural
and linguistic characteristics of the standard English but additionally represent and include
many aspects of the culture and language of the country in which the new English functions.
These new Englishes are lexico-grammatically sophisticated and as viable as any of the
traditionally recognised standard Englishes. The “new languages” are used intranationally and
internationally and so are not only a result of intercultural communication; they also facilitate
and enable intercultural communication. This thesis investigates (i) Swazi English (SwE) as a
‘New English’ and (ii) the perceptions that Swazis themselves, as well as speakers from other
language communities, have of SwE and its users.
Swaziland is a landlocked country in the northeast region of Southern Africa and one of the
last remaining monarchies on the African continent. English was introduced to Swaziland
during the 1800’s and remained one of the official languages alongside siSwati after
Swaziland achieved independence from Britain in 1968. English in Swaziland continued to
develop despite increasingly restricted access to input from English first language speakers of
British descent thus resulting in SwE developing independently of any external norm. SwE
now appears to be a stable variety of English that is not only spoken but also written in
newspapers, in government and legal correspondence and in the public relations documents
of Swazi companies.
The research for this thesis identifies a number of lexical, syntactic and semantic features of
SwE that are different from those of standard British or American English. These features of
SwE occur frequently and consistently in newspaper articles. Nevertheless, as indicated by
the research results of this thesis, SwE continues to be perceived as an error-ridden second
language variety rather than as a new English in its own right. Furthermore, the language
prejudice is extended to users of SwE as many judge the intelligence, credibility and
trustworthiness of writers of SwE negatively on the basis of linguistic features that cannot be
indicators of character, skill or competence. This prejudice gives rise to stereotyping which is
a barrier to effective intercultural communication.
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Steinen, Nancy Sears. "A study of the use of wordmapping in ninth-grade remedial English classes." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/Steinen_Nancy_15.pdf.
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Li, Hui. "Use types for English to Chinese translation of prepositions." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26692.
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Although prepositions play an essential role in language, there is still no systematic approach for selecting the proper prepositions in a target language. This thesis explores such systemic approach and suggests a semantic framework, called Use Types, to play an important role in the automatic translation of prepositions. A Use Type gives a semantic interpretation to a context of use of a preposition based on its surrounding elements. Our hypothesis is that if we can automatically do this semantic interpretation in the source language, than we can reduce the set of possible target language prepositions. This thesis focuses on two widely spoken languages, English and Chinese. We give primary attention to translation from English to Chinese, and we specifically look at three prepositions: in, on and at. The thesis systematically analyzes the differences between Chinese prepositions and English prepositions. It explains in details what the Use Types semantic framework is and how it is used and expanded to better address the translation task. The thesis describes how machine learning experiments are designed and conducted. Results and future work are analyzed and discussed at the end. (Abstract shortened by UMI.)
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Coulson, Mark. "The use and processing of pronominal anaphora in English." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239200.
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Сиромля, Н. М. "Use of philological studies in teaching English for designers." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15213.
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Khursenko, Alona. "The use of English for business communication in Portugal." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10312.
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Mestrado em Línguas e Relações Empresariais<br>De todas as formas, da atividade humana,um dos fatores mais importantes é a
linguagem. A língua é a principal componente da cultura, assim como umdos
importanes meios de comunicação. Ao fazer negócios no exterior, como regra,
um dos problemas mais urgentes será a comunicação.É por isso que hoje em
dia o uso da linguagem é muito importante e essa importância nunca foi maior
do que hoje.No século 21, período de globalização, internet e cultura do
conhecimento a diversidade de línguas estrangeiras não é um luxo nem um
privilégio, é um negócio e necessidade de carreira. Organizações
multinacionais, organizações transnacionais e até mesmo aqueles que usam
operações de exportação e importação, são geralmente multiligue e
caracterizadas pela diversidade de linguagem. Para funcionarem de forma
eficaz, essas empresas também devem compreender o ambiente sóciopolítico,
cultural economica e a legislação desses países.
Nesta dissertação o autor analisou os principais aspectos e problemas da
gestão de comunicação internacional, e o uso de Inglês em empresas
portuguesas.
O principal objecto desta pesquisa foi saber como as empresas portuguesas
reagem a e-mails, recebidos em Inglês. Relativamente ao período de 3 meses,
o autor fez a investigação, olhou para as empresas, os seus e-mails e sites e,
em seguida enviou questionarios a essas empresas, em Inglês e em
Portugues. Todos os resultados e discussão são apresentados na obra.<br>In any non-trivial form of human activity one of the most significant factors is
the language factor. Language is the main component of culture, as well as the
most important means of communication. When doing business abroad, as a
rule, one of the most pressing problems will be communication. That is why
nowadays language use is very important and this importance has never been
greater than today. In the 21st century, in the period of globalization, internet
and cultural diversity knowledge of foreign language is not a luxury and not a
privilege it is a business and career necessity. Multinational organizations,
transnational organizations and even those which use export and import
operations are usually multilingual and characterized by high language
diversity. To function effectively such companies must also understand the
socio-political, cultural, economic and regulatory environment of the countries
they operate in.
In this dissertation the author analyzed the main aspects and problems of
international management, communication and the use of English in
Portuguese companies.
The main aim of this research was to know how Portuguese companies react to
e-mails, received in English. For 3 months period the author made the
investigation, looked for companies, their e-mails and websites, and then sent
questionnaires to these companies, in English and then in Portuguese. All the
results and discussion are presented in the work.
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Michalíková, Jana. "Commercial use of trusts in the English legal system." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-15678.
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Thesis describes the use of English trusts in commercial environment. First part defines the concept of trust, elements of trust and various types of trusts. Second part defines different commercial situations where trusts may be used and advantages of the use of trusts for commercial people. Third part considers chosen institutes in the Czech laws, which have some common features with trusts.
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Fullilove, John Pope III. "Examining oral English proficiency: some factors affecting rater reliability in the use of English oralexamination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B4389334X.
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Hodzic, Alma. "Advertisements in English in a non-English speaking country : A study on the use of English in Swedish magazine advertisements." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28632.
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In today’s globalized world there are not many limitations in the communication between people, and companies from different parts of the world. There are several methods companies can use to reach out to people, and one method is through magazines. When reading a magazine it is nearly impossible to not notice advertisements. The purpose of this thesis was to explore how the English language is used in Swedish magazines. Also, how do Swedish companies versus foreign companies use English in their advertisements in Sweden? This is a qualitative study in which four different magazines, and two issues from each were observed. Several studies have been completed on advertising and language, and those studies are introduced and discussed in this study. However, few studies have been done on the language in advertisements in Swedish magazines. The method consisted of documenting and saving all the advertisements in the magazines, and their language choices were then analyzed. This study reveals that English is used in Swedish advertisements to a notable extent. Nevertheless, there were some interesting differences between foreign companies and Swedish companies. For instance, in some cases Swedish companies used English to a greater extent than the foreign companies.
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Flowers, Candice April. "Backward Transfer of Apology Strategies from Japanese to English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English?" BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6953.
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When learning a second language, there are elements of a learner's native language that can transfer and are exhibited during production in the second language. This can extend not only to the way things are said but even to gestures that are language- and speech-act-specific. However, there is evidence that the same can occur backwards, that is to say that elements of a second language can be exhibited during production of one's native language (Pavlenko and Jarvis, 2002). This study focuses on English L1 learners of Japanese who have spent significant time both in country and learning the language to see if they exhibit Japanese tendencies when performing apologies in their native English. Comparisons between those with no Japanese experience were made with those who had extensive Japanese experience. Through video recordings of 45 participants engaging in six apology-induced scenarios (non-Japanese, n=24; Japanese, n=21), the participants showed that backward transfer occurs with repetition of IFIDs and nonverbal cues. Further research through different methods can be more telling.
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Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.
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Jones, Caroline. "The Gawain-poet's use of the Beatitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683285.
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Lemmon, Kathryn Louise. "The use of dialogue journals in senior high English class." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ37353.pdf.
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Fullilove, John Pope III. "Examining oral English proficiency some factors affecting rater reliability in the use of English oral examination /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B4389334X.
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Mettille, Shayla D. "The Use of Contrastive Analysis in Code-Switching from Appalachian English Dialect to Standard English Dialect." UKnowledge, 2015. http://uknowledge.uky.edu/edc_etds/13.
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This study examined the use of an intervention, Contrastive Analysis (CA), with fourth-graders’ writing in a Central Appalachian elementary school. The purpose was to improve the use of Standard English in students’ writing in Appalachia by decreasing the number of vernacular features typically used in the writing. The researcher collected data through Consent and Assent Forms, interviews with the fourth-grade teacher, classroom observations and an accompanying CA observation evaluation rubric, pre- and post-writing prompts, selected writings and Writer Self-Perception Scale (WSPS), as well as communication data. Data analysis was accomplished for both the prompts, writing pieces and the WSPS scores. The primary results of the study indicated that the students’ use of vernacular features did in fact decrease after the implementation of CA. An approach that takes into account the vernacular or nonstandard dialect from the home speech of children, CA is utilized to help them perform better in writing in school. The CA approach has been used successfully with African American students primarily in large urban areas. The research results indicate that lessons from CA may be “customized” and used successfully with students who are speakers of Appalachian English. During the eleven-week study, the fourth-grade teacher implemented the intervention and a fifth-grade teacher also led a non-intervention group. A comparative analysis was done to determine whether membership in the fourth grade intervention group was a significant factor in lowering non-standard features in writing. This was a descriptive case study. At the beginning and end of the study, teachers of the fourth- and fifth-grade groups administered pre- and post-tests to their respective groups in the form of writing prompts. The researcher and a second reader did vernacular counts of the writings of both groups. A comparative analysis of the frequency of vernacular features (VFs) in the writing of the fourth-grade group showed decreases greater than the fifth-grade group in three of four categories of vernacular features in writing. The categories were: regularization of past-tense verbs, multiple negation, subject/verb agreement, and pronominal difference. There was only a 1% greater decrease of VFs for the fifth grade in the fourth category. A scale of self-efficacy in writing, the Writer’s Self-Perception Scale (WSPS), was also administered by the teachers pre- and post-study to both groups of students. The difference between the fourth- and fifth-grade pre- and post-WSPS scores was not statistically significant. The findings of the study are important because they show that the use of the CA approach, when used with students from the Appalachian subculture who are speakers of Appalachian English, does make a difference in their rate of usage of Standard English in writing.
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Kopelman, Abigail Rachel Kramer. "Assessing English language learners: when to use the English WISC-IV versus the Spanish WISC-IV." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2101.
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The purpose of this dissertation was to determine the most valid language psychologists can use to assess Spanish-speaking students who are English language learners, depending on the students’ English language proficiency level, Spanish language proficiency level, and demographic information. Participants included 84 2nd to 5th grade Spanish-speaking students who were English language learners. These students were given a demographic survey, a WISC-IV in English, and a WISC-IV in Spanish. The school had English and Spanish language proficiency data. Results found that once a student reaches the Bridging and Reaching levels (and possibly the Expanding level) of English language proficiency on the ACCESS for ELLs assessment, the student is likely to receive a similar score on a WISC-IV in English and Spanish. Students who score in the Proficient and Above Proficient levels on the Las Links assessment score higher on the Spanish WISC-IV than on the English WISC-IV. Additionally, these findings show that English and Spanish proficiency scores are more useful to determine the most valid language in which to assess a student than using demographic variables. This research will help psychologists to decide the most valid language in which to assess students who are ELL by looking at English and Spanish language proficiency levels. There may also be policy implications. Further research should address how the outcome might change with the WISC-V and should look at generalization to other intelligence tests and language proficiency tests.
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Leung, Lai-kum, and 梁麗琴. "A study of the use of connectives in students' writing in AL classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956579.
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Engelin, Sara. "Swedish Student Preferences Concerning the use of Native Speaker Norm English in Classroom Teaching." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32998.
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This study is based on a previous study made by Ivor Timmis (2002). It explores how important Swedish students find learning English to be and to what extent Swedish student want to conform to native speaker English now that it has become a global language with a multitude of common variants. (Sweden formerly allowed only British and/or American native speaker varieties in English education but have now allowed for other variants as well). The focus of this study was the attitudes and preferences of 69 university students from Västmanlands län and the data was collected using questionnaires. The results suggest that a clear majority of students prefer to learn native speaker English in areas of pronunciation, formal grammar and informal grammar. Over half of the participants desire to master both formal and informal native speaker English grammar. The results also suggest that even though the students desire to learn informal native speaker English grammar, not all students understand what that means. Based on these results and Timmis’s, this study suggests that the majority of the Swedish university students that participated in the study would prefer to be taught native speaker English, but not all students. Some effort to teach more informal grammar might be wanted by the students since a great majority wish to learn it, but cannot identify it.
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Wong, Wing-yin Winnie. "The study of the use of written English in the Hong Kong civil service." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18736543.
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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.
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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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Pelttari, J. (Joonas). "Use of phonemic transcription as a teaching method in Finnish schools." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031104.
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The purpose of this study is to examine the use of phonemic transcription as a teaching method and its role in today’s pronunciation teaching in Finnish EFL classrooms. It enquires the experiences of using phonemic transcription as a teaching method among recent upper secondary school graduates (2010–2015) via an electronic questionnaire, which also includes small exercises to determine the level of the respondents’ transcription skills. The findings of this study suggest that phonemic transcription is used very irregularly and insufficiently to teach pronunciation.
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Sh'e, Ngan-suen Nancy. "Enhancing learner autonomy in English through the use of ICT." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040136.
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Kurdi, Heveen Ali. "Use of discourse markers by Syrian Arabic learners of English." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541458.
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Liu, Sarah Hsueh-Jui. "Listening comprehension strategy use by Taiwanese University students of English." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515050.
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Sh'e, Ngan-suen Nancy, and 佘雁璇. "Enhancing learner autonomy in English through the use of ICT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040136.
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Kontio, Janne. "Auto Mechanics in English : Language Use and Classroom Identity Work." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-286859.
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This is a compilation thesis consisting of three different articles with the purpose to explore the relationships between language practices, identity construction and learning in the context of the Vehicle Program, a vocational program in Swedish upper secondary schools. A feature of the particular setting studied here that sets it apart from the general education of auto mechanics in Sweden is that it was carried out in English. The study focuses on language practices within a community of practice where the norms for second language use, gender arrangements and identity work are negotiated in conversations between students and between students and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities. The study was conducted through an ethnographic approach, including observation, field notes, approximately 200 hours of video recorded interactions, and interviews with students and teachers. The recorded interactions were analysed using tools from conversational analysis and methods focusing on linguistic activities and interactional patterns. An eclectic approach combining linguistic ethnography, ethnometodological conversation analysis and socio-cultural theory of learning, in particular the concept of communities of practice, form the basis of the theoretical framework. The findings in study I highlight that language alternations are repeatedly used in the workshop as a meta-language to play around with language, which relates to emerging communicative strategies that also produces – and helps contest – local language norms. Study III suggests that teasing in students’ peer relations are not only disruptive, off-task behavior, thereby rendering them important only from a classroom management perspective. Teasing, this study proposes, should rather be seen as an organizing principle by which the students are able to position themselves in relation to an institutionally established language ideology. Study II focuses on how participants invoke and renegotiate conventional forms of masculinity tied to the ability of handling tools. Such micro-processes illuminate how gender is a constantly shifting social category that is done, redone and possibly undone. The findings suggest that new forms of auto mechanic student identities are formed that challenge current dominant discourses about what a mechanic should be.
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Oliveira, Isabel Maria Soares Pinto de. "English for tourism : contribution to language use through mobile learning." Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15997.
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Doutoramento em Linguística<br>Tourism is growing and is becoming more competitive. Destinations need to
find elements which demonstrate their uniqueness, the singularity which allows
them to differentiate themselves from others. This struggle for uniqueness
makes economies become more competitive and competition is a central
element in the dynamics of Tourism. Technology is also an added value for
tourism competitiveness, as it allows destinations to become internationalised
and known worldwide.
In this scenario, research has increased as a means to study Tourism trends in
fields such as sociology and marketing. Nevertheless, there are areas in which
there is not much research done and which are fundamental: these are the
areas concerned with identities, communication and interpersonal relations. In
this regard, Linguistics has a major role for different reasons: firstly, it studies
language itself and through it, communication, secondly, language conveys
culture and, thirdly, it is by enriching language users that innovation in Tourism
and in knowledge, as a whole, is made possible. This innovation, on the other
hand, has repercussions in areas such as management, internationalisation
and marketing as well.
It is, therefore, the objective of this thesis to report on how learning experiences
take place in Tourism undergraduate English language classes as well as to
give an account of enhanced results in classes where mobile learning was
adopted. In this way, an alliance between practice and research was
established. This is beneficial for the teaching and learning process because by
establishing links between research based insight and practice, the outcome is
grounded knowledge which helps make solid educational decisions.
This research, therefore, allows to better understand if learners accept working
with mobile technologies in their learning process. Before introducing any
teaching and learning approach, it was necessary to be informed, as well, of
how English for tourism programmes are organised. This thesis also illustrates
through the premises of Systemic Functional Linguistics that language use can
be enhanced by using mobile technology in Tourism undergraduate language
classes.<br>O setor do Turismo está em franco crescimento e é cada vez mais competitivo.
Por estes motivos, cada destino precisa de encontrar formas de demonstrar a
sua singularidade que lhe permita diferenciar-se dos demais. A necessidade
de oferecer características singulares torna as economias mais competitivas e
a concorrência é um elemento central na diferenciação. A tecnologia assumese
como uma mais-valia para a competitividade no setor turístico, pois permite
a internacionalização dos destinos.
Neste cenário, a investigação acerca das tendências no setor aumentou em
diversas áreas, nomeadamente na Sociologia e no Marketing. No entanto,
existem áreas em que não existe ainda muita investigação: tais como a área
das identidades, comunicação e relações interpessoais. Neste campo os
estudos linguísticos têm um papel importante por diversas razões: em primeiro
lugar, estudam a língua em uso, em segundo lugar, a lingua é o veículo que
permite o intercâmbio cultural e, por fim, é através do enriquecimento dos seus
falantes que é possível inovar no setor do Turismo e no conhecimento como
um todo. Esta inovação, por outro lado, tem repercussões em áreas como a
gestão, a internacionalização e o Marketing.
É, portanto, objetivo desta tese dar a conhecer experiências de uso de língua
que ocorrem em aulas de língua Inglesa com alunos de Turismo, assim como
mostrar os resultados de reforço de uso de língua em contextos em que a
aprendizagem através de dispositivos móveis foi adotada. Para o efeito,
desenvolveram-se estratégias que conciliaram a investigação e a prática letiva
que foram benéficas para o processo de ensino/aprendizagem uma vez que
permitiram tomar decisões educativas fundamentadas na investigação.
A presente tese permite compreender melhor se os alunos aceitam trabalhar
com tecnologias móveis no processo de aprendizagem. Permite, igualmente,
compreender de que forma estão organizados os tópicos dos programas de
língua Inglesa em cursos de Turismo. Por fim, esta tese também ilustra
através das premissas da Linguística Funcional Sistémica, que o uso da língua
pode ser reforçado recorrendo às tecnologias móveis em aulas de língua
Inglesa em cursos de Licenciatura em Turismo.
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Weaver, Christopher Todd. "JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65448.
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CITE/Language Arts<br>Ed.D.<br>Willingness to communicate (WTC) arose out of the search for a construct to explain why some people are more likely to speak in a particular communication situation than others facing the same situation (MacIntyre, Dörnyei, Clément, & Noels, 1998). This study investigated the extent to which 1,789 Japanese university students' willingness to speak and write in English to a Japanese student, an international student, a Japanese teacher of English, and a foreign teacher of English varied inside an EFL classroom. Using the L2 WTC Questionnaire (Weaver, 2005), it was found that the students' level of L2 WTC varied significantly according to their level of self-perceived ability to speak and write in English.
At the group level, students in the highest self-perceived speaking ability group were more willing to speak in English to an international student or a foreign teacher of English. In contrast, students in the lowest self-perceived ability speaking group were more willing to speak in English to a Japanese student or a Japanese teacher of English. At the individual level, the average student from the different self-perceived ability groups displayed distinctive patterns of willingness to speak in English to the different types of interlocutors. For example, the average student from the low self-perceived ability group was more willing to speak in English to an international student or a foreign teacher of English in speaking situations/tasks requiring a limited or controlled use of English. In terms of writing, the average student from the high self-perceived ability group was not willing to write in English to a Japanese student when the writing task required a certain level of personal information. Students' responses to the Open-ended L2 WTC Questionnaire also revealed a number of factors that mediated their willingness to use English with different types of interlocutors.
Collectively, the findings of this study not only highlight the interpersonal nature of L2 communication, but also provide important insights into how different types of interlocutors can help maximize students' level of L2 WTC, which might in turn lead to further advancements in their level of L2 communicative competence.<br>Temple University--Theses
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Poulisse, Nanda Bongaerts Theo Kellerman Eric. "The use of compensatory strategies by Dutch learners of English /." Dordrecht : Foris, 1990. http://catalogue.bnf.fr/ark:/12148/cb35530833q.
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Carling, Evelina. "Swedes' Attitudes to the Use of English in Swedish Advertising." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40997.
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English is commonly used on the Swedish consumer market today. Not only is English present in Swedish print media but it is also highly present in everyday communication amongst Swedes. The aim of this paper is to find out why English is often picked for promotion purposes and to find out if young Swedes have more positive attitudes towards English than Swedish – Both in general and when it comes to advertising purposes. This study investigates the possible advantages as well as disadvantages of using English in logotypes and brand names aimed at a target group that are learners of English as a second or foreign language. The study was performed using a questionnaire divided into two parts. The first part aimed at finding out about the informants’ knowledge of English and attitudes towards English. The second part was about Swedes’ preferences regarding English versus Swedish brand names. To do so six fictional logotypes in pairs of two’s were created: one with all Swedish text elements and one with all English text elements. The informants were to pick their favorite logotype and motivate why they picked it. The results showed that Swedes generally have positive attitudes towards English and that they prefer English brand names to Swedish ones when the English used is on a certain linguistic level. A possible conclusion is that Swedes like English better for commercial purposes but only as long as they experience some familiarity with the words or expressions used.
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Machado, Fernanda Ramos. "The use of ict tools in undergraduate english language programmes." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93113.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009.<br>Made available in DSpace on 2012-10-24T16:51:06Z (GMT). No. of bitstreams: 1
273351.pdf: 699043 bytes, checksum: ca6583897d797434859668115e0a4cb3 (MD5)<br>O presente estudo tem por objetivo investigar (a) o uso de ferramentas de TIC por ambos os professores e alunos em cursos de Letras Inglês, (b) as crenças desses professores e alunos em relação ao uso de ferramentas de TIC nesses cursos e (c) a relação entre o uso das ferramentas de TIC nesses cursos e as crenças dos professores e alunos em relação a esse uso. Os dados foram coletados de 9 professores dos cursos de Letras Inglês da UFSC, UFRJ e UFMG, e de 48 alunos da UFSC e da UFRJ. Os instrumentos utilizados para a coleta dos dados foram questionários abertos online, entrevistas semi-estruturadas online e auto-relatos. Ao todo, todos os 9 professores e 48 alunos responderam o questionário; 3 professores e 6 alunos da UFSC participaram da entrevista e outros 2 professores e uma aluna também da UFSC escreveram o autorelato. A análise dos dados para o presente estudo consistiu de um processo cuidadoso de reflexão, interpretação e construção de significados a partir da triangulação dos dados obtidos através daqueles três instrumentos. Os resultados indicam que os professores do curso de Letras Inglês da UFSC, da UFRJ e da UFMG usam várias ferramentas de TIC nos cursos que lecionam com o objetivo de complementar as suas aulas e de auxiliar seus alunos no seu processo de aprendizagem. Além disso, a maioria dos professores e alunos expressou crenças positivas em relação ao uso de ferramentas de TIC, apontando várias formas como essas ferramentas podem complementar o próprio curso e ajudar os alunos a melhorarem suas habilidades lingüísticas. Porém, alguns poucos alunos reportaram não se beneficiar da maneira como algumas ferramentas estavam sendo empregadas, e ainda um aluno afirmou não acreditar que as ferramentas de TIC podem de alguma forma auxiliar no seu processo de aprendizagem. Por fim, um bom grau de coerência foi encontrado da relação entre o uso que professores e alunos dizem fazer das ferramentas de TIC e as suas crenças em relação a esse uso. Ou seja, os participantes não apenas acreditam que as ferramentas de TIC podem auxiliar no seu processo de ensino/aprendizagem, mas eles de fato as utilizam.