Dissertations / Theses: 'Oral English'

1

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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2

Norton, Julie Elizabeth. "The English oral proficiency of Japanese learners." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624461.

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3

De, Jong Kenneth John. "The oral articulation of English stress accent /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389393644.

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4

Kremer, Marcelo Martins. "Oral development in english as a foreign language." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96166.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês
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In 2009/2, the Universidade Federal de Santa Catarina (UFSC) establishes a new program entitled Curso de Licenciatura em Letras - Inglês, via distance learning (DL), having as objective the education of future English teachers. The present research aims at investigating how students of the program, taking the courses Compreensão e Produção Oral em Língua Inglesa IV and Compreensão e Produção Oral em Língua Inglesa V perceive the use of the resources and activities aiming at the development of their linguistic skills in English. The data were collected from 25 students of those courses who answered an online questionnaire, which was composed by closed questions and, mostly, by closed questions with justification. Among those 25 participants, 5 were chosen to participate in a second data collection process, a semi-structured interview. The data analysis consisted of careful reflection and interpretation of that data. That analysis reveals that the participants perceive both main resources, and the activities developed with them, to be adequate for developing their oral production skill in different aspects. The participants perceived the Final Projects as an opportunity for them to focus on matters related to accuracy, such as the opportunity of working on grammar and pronunciation. On the other hand, the Skype Chats, were perceived by the participants as positive as they give them the opportunity to formulate sentences quickly and spontaneously in the target language.
No segundo semestre de 2009, o Departamento de Língua e Literatura Estrangeira da UFSC abre um novo programa chamado "Curso de Licenciatura em Letras - Inglês", na modalidade a distância, tendo como objetivo a formação de futuros professores de inglês. Essa pesquisa busca investigar como alunos do curso, matriculados nas disciplinas Compreensão e Produção Oral em Língua Inglesa IV e Compreensão e Produção Oral em Língua Inglesa V percebem o uso dos recursos e das atividades que objetivam desenvolver suas habilidades linguísticas em Inglês. Os dados foram coletados com 25 alunos dessas disciplinas que responderam um questionário online composto por questões fechadas e, na sua maioria, questões fechadas com espaço para justificativas. Desses 25 participantes, 5 foram escolhidos para participar de uma segunda coleta de dados em forma de entrevista semi-estruturada. A análise dos dados consiste em uma reflexão e interpretação cuidadosa dos dados. A análise revelou que os participantes percebem os dois recursos principais, e as atividades desenvolvidas com eles, como adequadas para o desenvolvimento da habilidade de produção oral em diferentes aspectos. Os participantes perceberam os Final Projects como uma oportunidade para focar em aspectos relacionados a precisão, como a oportunidade de trabalhar gramática e pronúncia. Por outro lado, com os Skype Chats, foi percebido como positivo pelos participantes a oportunidade que o recurso trás de formular frases rapidamente e espontaneamente na língua alvo.

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Boralli, Nadir de Assis. "Oral strategies used by brazilian students learning english." reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157773.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
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O objetivo deste estudo é analisar as estratégias que os estudantes brasileiros usam para resolver seus problemas comunicativos em uma língua estrangeira nas duas fases de produção de fala: planejamento e execução. Adicionalmente, a relação entre nível de proficiência do aluno e o uso de estratégias de comunicação e signos de hesitação é discutida. Os dados para o estudo foram obtidos de alunos de três diferentes níveis de proficiência e foram testados em três diferentes atividades. A metodologia empregada para se obter o processo mental de produção de fala do aluno foi baseado em dados de desempenho e análises introspectivas. A taxonomia empregada para a identificação das estratégias de comunicação foi baseado em tipologias existentes, mais especialmente a de Tarone, Cohen e Dumas, 1980; Faerch e Kasper, 1984; Willhems, 1987 e Oxford, 1990. Os resultados gerais deste estudo indicaram que apesar dos falantes basicamente empregarem o mesmo tipo de estratégia de comunicação e signos de hesitação para superar seus problemas comunicativos, a freqüência de estratégias de comunicação e os signos de hesitação variam de acordo com os níveis de proficiência, mostrando que os estudantes brasileiros evoluem em termos de tipo e freqüência no uso de estratégias de comunicação e signo de hesitação, sugerindo que o comportamento comunicativo dos falantes é transitório e dinâmico.

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6

Chittaladakorn, Khemlada. "Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.

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The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.

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Krohn, Matilda, and Christopher Kindbom. "Oral Communication Strategies in English as a Foreign Language." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147655.

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The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being positive and negative strategies? According to research what factors correlate with strategy use, and what are the potential pedagogical implications for the Swedish school context? To answer these questions, we have read and analyzed fourteen different empirical studies regarding communication strategies. The first question was answered by analyzing the empirical studies and relevant theory. We found various definitions in our studies, stemming from different theoretical perspectives. However, they all define oral communication strategies as serving the purpose of furthering interaction. Furthermore, by comparing the definitions in the Swedish syllabi for English and the Common European Framework of Reference for Languages to our literature, we were able to answer the second part of the first question. The literature shows that there is a preference for achievement strategies over avoidance or reduction strategies. To answer the first part of the second question, some studies indicated a positive correlation between strategy use and the level of proficiency. Regarding pedagogical implications, some studies indicate that explicit strategy training has a positive effect on oral performance. Drawing on the results of these studies and the theoretical framework provided, we conclude that achievement strategies are to be preferred and that they should be taught explicitly.

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8

Woodson, Nancy Potter. "Oral and textual composing patterns of beginning writers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553056954.

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9

Törnqvist, Anna. "Oral communication in the English language classroom : A study of the attitudes of some English teachers and 9th grade pupils in Sweden towards oral communication in the English classroom." Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-964.

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The overall aim of this essay was to investigate what attitudes some English teachers and pupils in 9th grade in Sweden have towards oral communication in the teaching of English. I wanted to find out why oral communication is an important part of the teaching of English, what factors teachers and pupils believe contribute to orally active pupils in the English foreign language classroom and what English teachers think of the assessment of pupils' ability to express themselves orally in Englsih. I have interviewed three English teacers, and 85 pupils have answered a questionnaire. The result show that the techers and a majority of the pupils think that oral communication is an important part of the teaching of English, mainly because of the fact that being able to express yourself orally in English today is of great importance and because through this the pupils get to use the English language a lot themselves. Factors that contribute to verbally active pupils in the English classroom are a safe classroom atmosphere, pupils' self-esteem, small groups, meaningful assignments, enthusiastic and encouraging teachers and motivated pupils. The result also show that the teachers believe that the assessment of the pupils' oral ability is hard because it is not as concrete as other skills that they assess in the English foreign language classroom. Other reasons why the assessment is hard are the problem of getting shy or unmotivated pupils to participate orally and lack of time.

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10

Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.

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11

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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12

Maciel, Carla Maria Ataíde Hawkins Bruce Wayne Kalter Susan. "Bantu oral narratives in the training of EFL teachers in Mozambique." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280981&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202917314&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 13, 2008. Dissertation Committee: Bruce Hawkins, Susan Kalter (co-chairs), Kristin Dykstra. Includes bibliographical references (leaves 258-275) and abstract. Also available in print.

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Visor, Julia N. Neuleib Janice. "The impact of American black English oral tradition features on decontextualization skills in college writing." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806870.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed September 1, 2005. Dissertation Committee: Janice Neuleib (chair), Ron Fortune, Sandra Metts, Carmen Richardson, Maurice Scharton. Includes bibliographical references (leaves 207-216) and abstract. Also available in print.

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14

Rydahl, Susanna. "Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84.

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The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.

I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.

My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.

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Anhalt, Cynthia Oropesa 1965. "First grade bilingual children's Spanish and English oral story retellings." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278207.

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This study addressed four questions about bilingual first graders' Spanish and English retellings. First, how do their retellings change over the period of one school year? Second, how do their own Spanish and English retellings of the same story compare and contrast? Third, do English retellings influence Spanish retellings? Fourth, do Spanish retellings influence English retellings? The retellings were scored using a holistic measure. Nine bilingual first grade students were placed in two experimental groups based on teacher observation. The groups were comprised of a heterogenous mix of students and were similar to each other. The first graders' Spanish and English retellings improved over the school year. Their Spanish retellings consistently scored higher than their English retellings. The findings did not indicate an influence of Spanish retellings on English retellings. There was no influence of English retellings on Spanish retellings, except in one domain of the measure used.

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16

Ellis, Kate. "Oral and literate culture on the English stage, 1624-1634." Thesis, Bath Spa University, 2011. http://researchspace.bathspa.ac.uk/1435/.

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17

Karlin, Omar. "Assessing English Environment Personality and its role in oral proficiency." Thesis, Temple University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745833.

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The general areas of research for this study are personality and second language acquisition. The three goals of this study are to (a) develop a personality instrument (the Questionnaire of English Environment Personality [QuEEP]) that accounts for second language influences on personality, and more effectively captures personality than an established personality instrument (the International Personality Item Pool Big Five Factor Markers [IPIP BFFM]), (b) determine if personality changes after studying abroad for a month, and (c) determine if certain personality types are likely to improve oral proficiency when studying abroad.

In relation to the study’s first goal, 262-items, using a five-point Likert scale, were created and administered to 287 Japanese university students to measure five personality factors based on the extraversion, emotional stability, openness, agreeableness, and conscientiousness factors of the Big Five model of personality (McCrae & Costa, 1987). These items were then culled to 50 items by examining their suitability through factor analysis and Rasch analysis. Two 50-item versions of the QuEEP were drawn from the same 262-items, one based on three factor analyses, and the other based on Rasch analysis. Both versions of the QuEEP included 10 items for each of the five personality factors in the Big Five. Both versions of the QuEEP outperformed the IPIP BFFM on four measures of validity, including content validity, structural validity, external validity, and generalizability, while the IPIP BFFM outperformed both versions of the QuEEP on the substantive aspect of construct validity. As a result, it was concluded that the QuEEP, specifically the version derived from the Rasch analysis, was more effective at capturing personality that was influenced by a second language than the IPIP BFFM.

In relation to the study’s second goal, the personality for 38 study-abroad students was assessed, through a pre-departure and post-return administration of the QuEEP and IPIP BFFM, to determine if the participants’ personality changed after one month abroad. The results indicated that the personality measures of extraversion and emotional stability increased significantly after one month abroad, as measured by the QuEEP. The IPIP BFFM did not indicate any significant personality changes.

In relation to the study’s third goal, the 38 study-abroad students also completed a pre-departure and post-return interview test to determine if certain personality types benefitted more from studying abroad in terms of oral proficiency, which included eight measures of fluency, complexity, and accuracy. The results indicated that when the participants were divided into high and low groups for each personality dimension (e.g., a high extraversion and a low extraversion group), the only significant differences between the groups in measures of oral proficiency involved the pauses fluency variable (low QuEEP emotional stability group), the words per second fluency variable (high IPIP BFFM extraversion group), the pauses fluency variable (high IPIP BFFM extraversion group), and the accuracy variable (low IPIP BFFM openness group). After Bonferroni adjustments were conducted, these findings were rendered not significant. However, when analyzed cross-sectionally rather than longitudinally, there were several significant correlations involving the QuEEP pretest and pre-interview test data, most notably between oral proficiency and extraversion and emotional stability. The IPIP BFFM posttest also indicated significant correlations between oral proficiency and agreeableness and openness. The QuEEP posttest and post-interview test data, and the IPIP BFFM pretest and pre-interview test data indicated fewer significant correlations with oral proficiency.

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18

Garner, Lori Ann. "Oral tradition and genre in old and middle English poetry /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974631.

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19

McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.

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Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.

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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.

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21

Lee, Eun Jeong. "THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

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22

Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.

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Language Arts
Ed.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses

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Karlin, Omar Christopher. "Assessing English Environment Personality and its Role in Oral Proficiency." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/356362.

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Language Arts
Ed.D.
The general areas of research for this study are personality and second language acquisition. The three goals of this study are to (a) develop a personality instrument (the Questionnaire of English Environment Personality [QuEEP]) that accounts for second language influences on personality, and more effectively captures personality than an established personality instrument (the International Personality Item Pool Big Five Factor Markers [IPIP BFFM]), (b) determine if personality changes after studying abroad for a month, and (c) determine if certain personality types are likely to improve oral proficiency when studying abroad. In relation to the study’s first goal, 262-items, using a five-point Likert scale, were created and administered to 287 Japanese university students to measure five personality factors based on the extraversion, emotional stability, openness, agreeableness, and conscientiousness factors of the Big Five model of personality (McCrae & Costa, 1987). These items were then culled to 50 items by examining their suitability through factor analysis and Rasch analysis. Two 50-item versions of the QuEEP were drawn from the same 262-items, one based on three factor analyses, and the other based on Rasch analysis. Both versions of the QuEEP included 10 items for each of the five personality factors in the Big Five. Both versions of the QuEEP outperformed the IPIP BFFM on four measures of validity, including content validity, structural validity, external validity, and generalizability, while the IPIP BFFM outperformed both versions of the QuEEP on the substantive aspect of construct validity. As a result, it was concluded that the QuEEP, specifically the version derived from the Rasch analysis, was more effective at capturing personality that was influenced by a second language than the IPIP BFFM. In relation to the study’s second goal, the personality for 38 study-abroad students was assessed, through a pre-departure and post-return administration of the QuEEP and IPIP BFFM, to determine if the participants’ personality changed after one month abroad. The results indicated that the personality measures of extraversion and emotional stability increased significantly after one month abroad, as measured by the QuEEP. The IPIP BFFM did not indicate any significant personality changes. In relation to the study’s third goal, the 38 study-abroad students also completed a pre-departure and post-return interview test to determine if certain personality types benefited more from studying abroad in terms of oral proficiency, which included eight measures of fluency, complexity, and accuracy. The results indicated that when the participants were divided into high and low groups for each personality dimension (e.g., a high extraversion and a low extraversion group), the only significant differences between the groups in measures of oral proficiency involved the pauses fluency variable (low QuEEP emotional stability group), the words per second fluency variable (high IPIP BFFM extraversion group), the pauses fluency variable (high IPIP BFFM extraversion group), and the accuracy variable (low IPIP BFFM openness group). After Bonferroni adjustments were conducted, these findings were rendered not significant. However, when analyzed cross-sectionally rather than longitudinally, there were several significant correlations involving the QuEEP pretest and pre-interview test data, most notably between oral proficiency and extraversion and emotional stability. The IPIP BFFM posttest also indicated significant correlations between oral proficiency and agreeableness and openness. The QuEEP posttest and post-interview test data, and the IPIP BFFM pretest and pre-interview test data indicated fewer significant correlations with oral proficiency.
Temple University--Theses

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24

楊潔瑜 and Kit-yu Kitty Yeung. "Factors contributing to English oral reading fluency in Chinese children learning English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717016.

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Yeung, Kit-yu Kitty. "Factors contributing to English oral reading fluency in Chinese children learning English as a second language." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41717016.

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DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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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.
Department of English

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Krigline, Michael C. "The Columbia International University Oral Interview foundation, evaluation and recommendations for revision /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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29

Liu, Meihua. "Reticence, anxiety and performance of Chinese university students in oral English lessons and tests." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3203174.

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Kwok, Wing-ki Judy. "The relationship between students' self-monitoring and performance on oral tasks." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160740.

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31

Ting, Eewen. "A Dictionary of Unorthodox Oral Expressions for English Learners and Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4453.

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To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.

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Rubenbauer, Franz. "Linguistics and flight safety : aspects of oral English communication in aviation /." Aachen : Shaker, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017649384&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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González, Montserrat. "Pragmatic markers in oral narrative : the case of English and Catalan /." Amsterdam : J. Benjamins, 2004. http://catalogue.bnf.fr/ark:/12148/cb40938385m.

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Zhang, J. "Lexical richness and accommodation in oral English examinations with Chinese examiners." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/24511/.

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Lexical assessment and lexical accommodation in oral examinations are new research dimensions, which have both theoretical and empirical values, however they are still much neglected. The present research aims to investigate: first, whether or not and how (if so) the measures of lexical richness can differentiate between candidates of three different grades of Graded Examinations in Spoken English of Other Languages (GESE) and whether or not those measures can differentiate good performers from poor performers at the same grade of GESE; second, whether or not and to what extent (if so) Chinese examiners accommodate to the candidates at the lexical level. 180 samples from Grade 2, 5 and 7 GESE were collected. All the data were transcribed into Codes for Human Analysis of Transcripts (CHAT) format for the Child Language Data Exchange System (CHILDES) (MacWhinney 2000) for analysis. First, the lexical measures of Token, Type, Guiraud, Guiraud Advanced (AG) and D of both candidates and examiners were obtained and analyses were conducted to investigate the relationship among them. Secondly, qualitative data were collected from interviews with GESE examiners to interpret the quantitative results. The quantitative results indicate that: 1) all the lexical measures can differentiate candidates of Grade 2 from Grade 5 and can differentiate candidates of Grade 2 from Grade 7 as well. However, there is no significant difference between Grade 5 and Grade 7 candidates' lexical variables. 2) In Grade 2 and Grade 5, all the candidates' lexical variables can distinguish between the qualified and poor performers of the same grade. Only Type, D and AG can differentiate between the qualified and poor candidates in Grade 7. 3) All the GESE score variables are correlated with each other, which shows a halo effect; the only GESE score variables that correlate with all candidate lexical variables in the pooled data is Focus. 4) The examiner variables cannot differentiate between qualified performers and poor performers in the same grade. 5) The only lexical variable that reflects the examiner’s lexical accommodation to the candidate is AG. The qualitative analyses indicate that the GESE examiners employ special characteristics in vocabulary assessment and the data also explain some of the quantitative results. It was found that the Chinese local examiners of GESE might apply meaningful and relevant input and the general communicative ability of the candidate as reliable overall rating strategies, and factors that affected the performance of the Grade 7 candidates are also discussed. The findings may not only shed light on a better understanding of the constructs of vocabulary knowledge and lexical richness, the accommodation the Chinese examiners conducted on candidates, but also provide insight into the design and improvement of examination procedures and training of Chinese oral examiners.

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Oglesbee, Eric Nathanael. "Multidimensional stop categorization in English, Spanish, Korean, Japanese, and Canadian French." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330811.

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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2008.
Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3930. Adviser: Kenneth de Jong.

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Johnson, Deborah Ann. "Basic writers, oral strategies, and the writing process." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/782.

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Linguistic research (differences and similarities between spoken and written language) -- Features of production (coordinating conjunctions, hedges, neuter pronouns, collocations, etc.) -- Features of interaction (personal pronouns, hyperbole, emphatics) -- Textual analysis evaluation -- Comparison of written words, oral features, and essay grades or scores received.

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Chau, Hiu-wai, and 周曉慧. "Scaffolding students' oral presentation performance in junior ESL classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/b44383629.

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Sundqvist, Pia. "Extramural English Matters : Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary." Doctoral thesis, Karlstads universitet, Avdelningen för språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4880.

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The present study examines possible effects of extramural English (EE) on oral proficiency (OP) and vocabulary (VOC). The study is based on data collected from Swedish learners of ESL in grade 9 (aged 15-16; N=80; 36 boys, 44 girls) over a period of one year. EE was defined as linguistic activities that learners engage in outside the classroom in their spare time. EE was measured with the help of a questionnaire and two language diaries, each covering one week. In the diaries, the learners recorded how much time they had spent on seven given EE activities (reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music). There was also an open category. Speech data were collected with the help of five interactional speaking tests; learners were in random dyads on each occasion. Each student performance was assessed by three raters with the help of a profile scheme, resulting in an overall grade. Based on these grades from the tests, a mean grade for OP (the OP grade) was calculated for each student. OP was defined as the learner’s ability to speak and use the target language in actual communication with an interlocutor. Learners’ VOC was measured with an index variable based on the scores on two written vocabulary tests. For a selection of ten learners, additional analyses were made of oral fluency and the use of advanced vocabulary in speech. A mixed methods research design was used, but the lion’s share of data was analyzed using inferential statistics. Results showed that the total amount of time spent on EE correlated positively and significantly (p < .01) both with learners’ level of OP and size of VOC, but that the correlation between EE and VOC was stronger and more straightforward than the one between EE and OP. The conclusion drawn was that although EE impacts both OP and VOC, the causal relationship is more salient in the case of VOC. Results also showed that some activities were more important than others for OP and VOC respectively; i.e., the type of EE activity mattered. EE activities that required learners to be more productive and rely on their language skills (video games, the Internet, reading) had a greater impact on OP and VOC than activities where learners could remain fairly passive (music, TV, films). An important gender difference was identified. Boys spent significantly more time on productive EE activities than girls; therefore, EE had a greater impact on OP and VOC for boys than for girls. Four background variables were also studied. The conclusion was that EE is an independent variable and a possible path to progress in English for any learner, regardless of his or her socioeconomic background.

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Leung, Wong Yuen-ching Susan, and 梁黃婉靜. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945107.

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Leung, Ka-yee. "A self study on the use of mediational strategies in promoting junior secondary students' presentation skills." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4003995X.

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Muller, Pieter F. de V. "Automatic oral proficiency assessment of second language speakers of South African English." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4165.

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Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The assessment of oral proficiency forms an important part of learning a second language. However, the manual assessment of oral proficiency is a labour intensive task requiring specific expertise. An automatic assessment system can reduce the cost and workload associated with this task. Although such systems are available, they are typically aimed towards assessing students of American or British English, making them poorly suited for speakers of South African English. Additionally, most research in this field is focussed on the assessment of foreign language students, while we investigate the assessment of second language students. These students can be expected to have more advanced skills in the target language than foreign language speakers. This thesis presents a number of scoring algorithms for the automatic assessment of oral proficiency. Experiments were conducted on a corpus of responses recorded during an automated oral test. These responses were rated for proficiency by a panel of raters based on five different rating scales. Automatic scoring algorithms were subsequently applied to the same utterances and their correlations with the human ratings determined. In contrast to the findings of other researchers, posterior likelihood scores were found to be ineffective as an indicator of proficiency for the corpus used in this study. Four different segmentation based algorithms were shown to be moderately correlated with human ratings, while scores based on the accuracy of a repeated prompt were found to be well correlated with human assessments. Finally, multiple linear regression was used to combine different scoring algorithms to predict human assessments. The correlations between human ratings and these score combinations ranged between 0.52 and 0.90.
AFRIKAANSE OPSOMMING: Die assessering van spraakvaardigheid is ’n belangrike komponent van die aanleer van ’n tweede taal. Die praktiese uitvoer van sodanige assessering is egter ’n arbeids-intensiewe taak wat spesifieke kundigheid vereis. Die gebruik van ’n outomatiese stelsel kan die koste en werkslading verbonde aan die assessering van ’n groot aantal studente drasties verminder. Hoewel sulke stelsels beskikbaar is, is dit tipies gemik op die assessering van studente wat Amerikaanse of Britse Engels wil aanleer, en is dus nie geskik vir sprekers van Suid Afrikaanse Engels nie. Verder is die meerderheid navorsing op hierdie gebied gefokus op die assessering van vreemde-taal sprekers, terwyl hierdie tesis die assessering van tweede-taal sprekers ondersoek. Dit is te wagte dat hierdie sprekers se spraakvaardighede meer gevorderd sal wees as di´e van vreemde-taal sprekers. Hierdie tesis behandel ’n aantal evaluasie-algoritmes vir die outomatiese assessering van spraakvaardighede. Die eksperimente is uitgevoer op ’n stel opnames van studente se antwoorde op ’n outomatiese spraaktoets. ’n Paneel van menslike beoordelaars het hierdie opnames geassesseer deur gebruik te maak van vyf verskillende punteskale. Dieselfde opnames is deur die outomatiese evaluasie-algoritmes verwerk, en die korrelasies tussen die beoordelaars se punte en die outomatiese evaluerings is bepaal. In kontras met die bestaande navorsing, is daar gevind dat posterieure waarskynlikheidsalgoritmes nie ’n goeie aanduiding van spraakvaardighede gee vir ons datastel nie. Vier algoritmes wat van segmentasies gebruik maak, is ook ondersoek. Die evaluerings van hierdie algoritmes het redelike korrelasie getoon met die punte wat deur die beoordelaars toegeken is. Voorts is drie algoritmes ondersoek wat daarop gemik is om die akkuraatheid van herhaalde sinne te bepaal. Die evaluerings van hierdie algoritmes het goed gekorreleer met die punte wat deur die beoordelaars toegeken is. Laastens is liniˆere regressie gebruik om verskillende outomatiese evaluerings te kombineer en sodoende beoordelaars se punte te voorspel. Die korrelasies tussen hierdie kombinasies en die punte wat deur beoordelaars toegeken is, het gewissel tussen 0.52 en 0.90.

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Chen, Yentzu. "Using Instructional Software to Improve Oral Performance of Taiwanese Speakers of English." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/117.

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Taiwanese society perceives English as an important skill; most people expend significant efforts and resources to learn English. However, Taiwanese education focuses exclusively on traditional teaching in language courses, overlooking interactions and cultural concepts. Thus, students' ability to communicate orally in English remains relatively low. Existing literature indicates that Computer-Assisted Language Learning (CALL) can enrich language learning as computers provide many functions to enhance lectures in a meaningful and effective manner. In particular, CALL can incorporate speech recognition software to help develop oral language and practice pronunciation. Integrating CALL technology into traditional language courses may improve Taiwanese students' oral performance. The current study utilized learner-centered design and second language acquisition theories as guidelines to identify relevant software; the SECTIONS model and evaluation criteria were used to select the most suitable program for integration into a traditional course. The experimental design was administered to two sophomore English classes whose students were not majoring in English at a private university in Taiwan over an eight-week period. Pre- and posttests were used to identify language achievement during the study while a questionnaire was administered to determine attitudes toward using the software. Changes in the Spoken English Test (SET) resulting from the treatment were found to have no statistically significant difference, but the experimental group demonstrated greater improvement on the sentence mastery section and vocabulary. The perceived usefulness and the subject norm had a significant and strong influence on the adoption and use of computer technologies in participants' English oral practice.

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Stevenson, Bill. "Peer Correction by Non-native Speakers of English in Oral Group Work." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4918.

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This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university ESL students are the subjects of this research. They were placed in small groups and asked to perform specified classroom tasks designed to generate maximum oral interchange among the participants. The ensuing discussions provided the basis for the data which were collected via tape recording each group's proceedings. The data samples were listened to and coded per an error typology and any correction that took place. The data were then statistically analyzed via SYSTAT. The findings are consistent with the results of other research and indicate that while many errors are not treated, a significant number of them are corrected clearly and accurately. These results lend credence to the idea that second language learners may have much more to learn from each other than they think, and that they do have the potential to play a greater role in their own language learning. Much more research is indicated in order to better understand the multi-faceted phenomenon of second language learner error and its treatment.

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Williams, Shawn Lamar. ""The people's champion" : folk heroism and the oral artistry of Muhammad Ali." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/460.

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Long after a career that was as much marred by criticism as marked by accomplishment, Muhammad Au receives considerable public acclaim for his athletic accomplishments and his humanitarianism. However, no scholarly attention has been given to this man as a literary force who, through the power of his word, impacted the consciousness of this nation and world. This dissertation examines Ali as an artist operating within the context of African and African American oral literary traditions and will explore the impact of his oratory on the sociopolitical consciousness of this country. The analysis of the oral literature of Muhammad Ali, which consists of his lectures, interviews, and poetry, will involve an assessment of those aspects that make it a manifestation of the verbal culture of Africa and African America. Moreover, the study illustrates the degree to which the rhetoric and verse reflects both African-American national consciousness (i.e., black nationalism) and African folkloric tradition. In his creation of himself Ali utilizes traditional African and African American mythoforms like the trickster, the Badman, and the culture hero. In this respect, Muhammad Ali is the only athlete to emerge as an Afrocentric cultural hero. This subject encompasses matter of literature, African American studies, speech communications, and popular culture.

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Kwok, Wing-ki Judy, and 郭詠琪. "The relationship between students' self-monitoring and performance on oral tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945053.

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Bridges, Carolyn la von. "Effects of Readers' Theatre on English language learners : a strategy for oral language and reading improvement /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=0&did=1147186211&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176310854&clientId=11238.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 71-75). Also available for download via the World Wide Web; free to University of Oregon users.

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Yuen, Dick-yan Dennis, and 源迪恩. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958424.

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Yuen, Dick-yan Dennis. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.

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Kim, Youngwoo. "Self-regulation in L2 oral narrative tasks performed by adult Korean users of English." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037510.

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Atkinson, Yvonne Kay. "Rhetorical tropes from the black English oral tradition in the works of Toni Morrison." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1041.

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Dissertations / Theses on the topic 'Oral English'

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