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Dissertations / Theses on the topic 'Romanian as a foreign language'
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Cusen, Gabriela. "Investigating vocabulary learning strategies : a case study of Romanian undergraduates with a professional interest in leaning English as a foreign language." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435878.
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Ionescu, Rodica. "Romanian supine constructions." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5623.
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The present research attempts to provide a synchronic syntactic analysis of two Modern Romanian non-finites: the De-Supine and the 'Nominalized' Supine. They are studied in the much debated framework of the similarities and differences between the noun phrase and the sentence. Their external and internal debatable status has been controversial both in early and recent generative grammar. These categories were expected to be so much different and yet very much alike. Their status as two cyclic nodes and two most fundamental categories in every language explains why there has always been an attempt to claim an identical structure for both, to bring them together under a common structure, or to separate them. The present thesis tries to range among recent attempts to provide a common structure for both noun phrase and sentence in the Non-Finite domain. However, by trying to provide the non-finites and the 'nominalized' non-finites with a similar sentential structure, it becomes quite clear and non-derived nouns and 'nominalizations' are quite different structures. The absence of a verbal stem is essential in claiming two complete different structures for them. The attempt of the present study to provide the Romanian Supines with a sentential analysis and structure has been done in the background of three crucial analyses: the analysis of the Balkan IP structures (Joseph, 1983, Rivero, 1988), the DP analysis (Abney, 1987) and the recent analysis of PRO in the Government and Binding framework. Particular emphasis is given to the special nature of PRO as implicit agent identified through Singular in the 'Nominalized' Supine.
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Diaconescu, Constanta Rodica. "Romanian applicative constructions." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29099.
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The aim of this work is the investigation of the syntactic and semantic properties of Romanian clitic doubled la/real dative arguments. The proposal of this thesis is that clitic doubled la/real dative arguments are applicative arguments. The premise of assuming the existence of applicative constructions in Romanian is the alternation of clitic doubled/non clitic doubled dative arguments. Traditional grammar assumes that Romanian dative arguments are optionally clitic doubled. This thesis argues that this optionality is only apparent, and that the dative clitic is the morphological spell-out of an applicative head which licenses the dative argument as its specifier and relates it to the structure it takes as a complement. Applicative arguments are morphologically marked, can appear with both transitive and intransitive verbs, and have a wide range of meanings. The series of meanings of Romanian applicative (i.e., clitic doubled dative) arguments are foreseen by the series of the complements an applicative head may take or by the series of applicatives of which a phrase can be a complement. This proposal provides the set of positions into which an applicative head can merge and license a dative argument, as well as the set of interpretations the argument can obtain in each position. The set of positions may be verified cross-linguistically, but languages can differ with respect to the positions into which an applicative head is allowed to merge. These assumptions generalize to applied arguments in languages in which they are not marked by dative case (e.g., Greek, English and Bantu languages). To the best of the thesis author's knowledge, this is the first attempt both to propose the existence of applicative constructions in Romanian and to investigate la datives.
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Ungureanu, Mona-Luiza. "DP-internal structure and movement in Romanian." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102223.
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This study explores three syntactic issues in the Romanian DP: the cliticization of the definite article, the syntactic position of postnominal APs, and the syntactic properties and position of cel.<br>First, I show that the affixation of the definite article can be derived by syntactic head movement of the host element to D0. The distributional asymmetries among adjectives with respect to the definite article are accounted for by hypothesizing that they occur in two structurally distinct positions. Adjectives that surface prenominally are heads in the extended nominal projection; while adjectives that surface postnominally are maximal projections. I show that prenominal adjectives (a) block head-movement of the noun to D 0, (b) bypass the same elements as the noun, and (c) are blocked by the same element as the noun.<br>In chapter 3, I claim that APs surfacing between the noun and its complement are generated to the left of N; and APs that follow the complement of the noun are generated to the right. The postnominal surface position of the former APs is derived by leftward noun head-movement as opposed to remnant phrasal-movement. The evidence hinges on the relative scope among APs. I show that the symmetric approach, supported here, generates all and only attested word-order---scope pairings; while antisymmetry generates additional, unattested pairs.<br>Finally, I account for the asymmetric distribution of prenominal versus postnominal cel relative to the definite suffix. In previous literature, cel was equated with D0. Conversely, I claim that cel heads a modifier phrase, say celP. I show that prenominal celP has the same syntactic distribution and properties as demonstratives, including the ability to license a covert definite D0; while postnominal celP, like all postnominal modifiers, lacks this property.<br>This study provides a guide to the structure and movements in the Romanian DP, from its lower domain, the base position of N, up to the DP domain. Throughout, this work, I argue that several empirical generalizations on syntactic distribution are best accounted for by head-movement and the Head Movement Constraint. The evidence I produce comes from morpho-syntax (e.g. cliticization), semantics (e.g. scope interpretation) and plain linear word-order.
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Diaconescu, Rodica Constanta. "Romanian imperatives from the perspective of generative grammar." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ45214.pdf.
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Caballé, Morera Ester. "Romanian migrant students. A study on use of language and language attitudes." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/671637.
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L'objectiu de la present Tesi Doctoral és analitzar els usos i actituds lingüístiques dels estudiants romanesos d’Educació Secundària a Catalunya, en funció de la seva assistència o no al programa Llengua, Cultura i Civilització Romanesa. Metodològicament, es combinen tècniques d’investigació social qualitativa i quantitativa per tal d’obtenir uns resultats complementaris que ofereixin una més complerta aproximació a l’objecte d’estudi.
Globalment, des d'un punt de vista quantitatiu es va identificar que les actituds cap al castellà i el romanès són força equilibrades, seguit pel català amb les actituds menys positives. Pel que fa a l'ús lingüístic, el castellà és la llengua més utilitzada generalment, però en contextos rurals, és la llengua catalana que predomina, mentre que el romanès queda relegat a l'àmbit privat i en perill de ser substituït per castellà o català.
No obstant això, a nivell qualitatiu es detecta el vincle afectiu amb la seva llengua materna, fent un ús elevat dins del seu cercle familiar i mostrant unes actituds lingüístiques positives. El castellà adquireix un valor social i internacional obtenint les actituds més positives i l'ús més elevat. Finalment, el català obté també un valor social i alhora acadèmic i de progrés, emfatitzant la repercussió que té el seu ús en la integració social en aquest context.
Finalment es discuteixen les implicacions teòriques i contextuals d’aquests resultats.<br>El objetivo de la presente Tesis Doctoral es analizar los usos y actitudes lingüísticas de los
estudiantes rumanos de Educación Secundaria en Cataluña, en función de su asistencia o no
al programa Lengua, Cultura y Civilización Rumana. Metodológicamente, se combinan
técnicas de investigación social cualitativa y cuantitativa para obtener unos resultados
complementarios que ofrezcan una más completa aproximación al objeto de estudio.
Globalmente, desde un punto de vista cuantitativo se identificó que las actitudes hacia el
castellano y el rumano son bastante equilibradas, seguido por el catalán con las actitudes
menos positivas. En cuanto a los usos lingüísticos, el castellano es la lengua más utilizada
generalmente, pero en contextos rurales es la lengua catalana la que predomina, mientras que
el rumano queda relegado al ámbito privado y en peligro de ser sustituido por castellano o
catalán.
Sin embargo, a nivel cualitativo se detecta el vínculo afectivo con su lengua materna,
haciendo un uso elevado dentro de su círculo familiar y mostrando unas actitudes lingüísticas
positivas. El castellano tiene un valor social e internacional obteniendo las actitudes más
positivas y el uso más elevado. Finalmente, el catalán obtiene también un valor social ya la
vez académico y de progreso, enfatizando la repercusión que tiene su uso en la integración
social en este contexto.
Finalmente se discuten las implicaciones teóricas y contextuales de estos resultados.<br>The main objective in this doctoral thesis is based on the analysis of the use of language and
language attitudes of 131 young Romanians who attended the Romanian Language, Culture
and Civilization program in Catalonia. The research uses a mixed method to analyse the main
variables that influence the use of language and attitudes. Through the four articles presented,
it is contemplated how the identity variables, the length of stay in the host country and
language competences affect in those uses and attitudes.
Based on a global vision of the results, it was quantitatively identified that attitudes towards
Spanish and Romanian are fairly balanced, followed by Catalan with less positive attitudes.
Regarding language use, Spanish is the language most often used, but in rural contexts,
Catalan is the predominant language, whereas the Romanian is relegated to the private sphere
and in danger of being replaced by Spanish and Catalan.
However, at a qualitative sphere we recognize the emotional bond with their mother tongue,
making high use within their family context and demonstrating positive language attitudes.
Spanish acquires a social and international value obtaining the most positive attitudes and the
highest use. Catalan also obtains social and academic and progress value, emphasizing the
impact of its use on social integration in this context.
Finally, the theoretical and contextual implications of these results are discussed.
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Carstocea, George. "Reality, language, and history: three facets of contemporary Romanian cinema." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12312.
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Thesis (M.F.A.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this thesis is to closely analyze some of the individual authorial voices that have emerged from contemporary Romanian cinema. Billed by the international critical establishment as a "New Wave," the recent slate of Romanian productions, while very successful on the international festival circuit, still lacks an apt conceptualization of the precise characteristics that set these new filmmakers apart, not only from other international directors, but also from one another. The analysis focuses on six recent productions: Stuffand Dough (2001), The Death of Mr. Lazarescu (2005) and Aurora (2010) by Cristi Puiu, 12:08 East of Bucharest (2006) and Police, Adjective (2010) by Corneliu Porumboiu, and The Autobiography of Nicolae Ceausescu (2010) by Andrei Ujica, breaking down the individual authorial characteristics and thematic and stylistic concerns of each filmmaker and contextualizing them within the larger history of Romanian film, as well as the trajectories of international art cinema.
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Hartman, Tod Greenfield. "The economy, labour and the new Romanian migration to Spain." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609432.
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Grancea, Erica Liana. "Aspects of sequence and preference organization in Romanian telephone conversations." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693061471&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Sartor, Valentina <1983>. "Early foreign language teaching: the role of preschool foreign language teachers." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8382.
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Effective foreign language teaching to very young children have been described in literature by means of a wide range of characteristics that refer both to teachers’ professional competences as to their personal abilities.
The aim of this study is to focus on the role and competences of the foreign language teacher in preschools. Starting from the analysis of first and second language acquisition, the focus will then turn to foreign language learning and teaching. Children and their natural attitude to communicate and acquire languages will be assessed and neurological findings reported. Then the role of foreign language teachers and the factors they should consider in order to teach in an efficient way will be discussed.
It is a common thought that teaching a foreign language to young children might be easy and enjoyable because children acquire it spontaneously and for fun. What will be investigated is parents’ expectations and if there are some preconceptions that could influence their enthusiasm in wanting their children to join English Classes. The collected data from a formulated questionnaire completed by parents, has given the opportunity to understand that the role of the foreign language teacher is not completely clear and even undervalued when regarding certain aspects.
What needs to be stressed is that teachers, parents and institutions should be aware of what foreign language teaching in kindergarten consists of. Teaching a foreign language in kindergarten is a specific professional discipline that requires not only proficiency in the target language, but also specific training as far as language acquisition and foreign language learning theories, pedagogy assumptions and classroom management techniques are concerned.
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Antonchuk, Daniela. "Bilingualism and access to a third language: Access to the Spanish language by Russian-Romanian bilinguals." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/394088.
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El presente trabajo aborda un tema tan fundamental e importante hoy en día como el bilingüismo, que es un proceso complicado que involucra una amplia variedad de aspectos, entre los que se comprende un sistema particular de la lengua, así como la capacidad de utilizarlo en la comunicación. Aparte del mero hecho de adquirir el conocimiento de una segunda lengua, el bilingüismo también implica el desarrollo de estructuración lingüística específica y el funcionamiento del cerebro diferentes de las de un individuo monolingüe.
La presente investigación tiene como objetivo evaluar la capacidad de comprensión de los informantes bilingües para referirse a un tercer idioma sin su aprendizaje previo y comparar los resultados obtenidos con las adquiridas para los individuos monolingües que presentan cada uno de los idiomas con el fin de verificar una hipótesis establecida. Este estudio se basa en el bilingüismo entre dos familias de lenguas diferentes, es decir, eslava y romance, en el ejemplo de los idiomas ruso y rumano, lo que resulta en tres grupos de informantes y que implica el análisis de una tercera lengua que pertenece a la familia de lenguas románicas en el ejemplo de la lengua española. Así, el estudio dado representa una investigación experimental con material especificado recogido y generado para un número de propósitos y objetivos, todos los cuales tienen como objetivo confirmar o refutar la hipótesis que se ha indicado anteriormente.<br>The present work deals with such a fundamental and significant subject nowadays as bilingualism, which is a complicated process involving a variety of aspects, among which we can distinguish comprising a particular system of a language as well as the capacity to use it in communication. Apart from the mere fact of acquiring the knowledge of a second language, bilingualism also involves the development of specific linguistic structuring and brain functioning different from those of a monolingual individual.
The present investigation is aiming to assess the comprehension capacity of bilingual informants to refer to a third language without its prior learning and to compare the obtained results with those acquired for monolingual individuals presenting each of the languages in order to verify an established hypothesis. This study is based on the bilingualism between two different language families, i.e. Slavic and Romance, on the example of the Russian and Romanian languages, thus, resulting in three groups of informants and involving the analysis of a third language belonging to the Romance language family on the example of the Spanish language. Thus, the given study represents an experimental research with specified material collected and generated for a number of purposes and aims, all of which having as objective proving or refuting previously stated hypothesis.
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Reshetniak, Maryna Valeriivna, Марина Валеріївна Решетняк, and Марина Валерьевна Решетняк. "A Foreign Language Acquisition." Thesis, Publishing house Education and Science, 2010. http://essuir.sumdu.edu.ua/handle/123456789/50985.
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The article discloses historically based approaches of a foreign language education and throws light on the new study, which may revolutionize language learning. The main methods of teaching foreign languages, which are highlighted in the article, are: the grammar translation method, the direct method, the audio-lingual method, the communicative language teaching method and the series method. And a modern research of a PhD from New Zealand is described below.<br>Стаття розкриває історично сформовані підходи до вивчення іноземних мов, а також надає додаткову інформацію щодо нового дослідження, яке може внести революційні зміни до вивчення будь-якої мови. Основні методи навчання іноземним мовам, що будуть проаналізовані в даній статті, наступні: метод граматичного перекладу, аудіально-лінгвістичний метод, комунікативний метод, прямий метод та послідовний (серійний) метод. І сучасне дослідження доктора філософії з Нової Зеландії оглянуто нижче.<br>Статья раскрывает исторически сформировавшиеся подходы к изучению иностранных языков, а также предоставляет дополнительную информацию про новое исследование, которое может революционно перевернуть изучение языков. Основные методы преподавания иностранных языков, которые будут проанализированы в данной статье, следующие: метод грамматического перевода, аудиально-лингвистический метод, коммуникативный метод, прямой метод и последовательный (серийный) метод. И современное исследование доктора философии из Новой Зеландии рассмотрено ниже.
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Breuer, Esther [Verfasser]. "First Language versus Foreign Language / Esther Breuer." Bonn : Universitäts- und Landesbibliothek Bonn, 2014. http://d-nb.info/1048086259/34.
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Davis, Robert Chris. "Certifiably Romanian : national belonging and contested identity of the Moldavian Csangos 1923-85." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669924.
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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Popa, Simona. "Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish)." Doctoral thesis, Universitat de Lleida, 2016. http://hdl.handle.net/10803/380548.
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In migration contexts, the diversity of languages in contact triggers the processes of second language (L2) acquisition and language transfer; as well as drawing attention to the importance of mother tongue (L1) maintenance.
The present study examines the processes of L2 acquisition (Catalan and Spanish), L1 (Romanian) maintenance, and L1transfer, in the case of 130 immigrant Romanian students, as well as the effect of attendance at L1 classes and length of residence on the three languages analysed. Accordingly, three parallel language competence tests were applied in seven public schools of Compulsory Secondary Education in Catalonia. Generally, the results indicate that the language transfer from the L1 to the L2s occurs and a longer length of residence facilitates the learning of Catalan and Spanish, but, at the same time, hinders the level of competence in L1. Also, attendance at Romanian classes seems to influence the maintenance of the mother tongue and the acquisition of the second languages.<br>En contextos de migració, la diversitat de llengües en contacte esdevé processos d’adquisició de segones llengües (L2) i de transferència lingüística; a més de revifar el debat sobre la importància del manteniment de la llengua materna (L1).
En el següent treball s’exploren els processos d’adquisició de l’L2 (català i castellà), del manteniment de l’L1 (romanès) i de la transferència lingüística de l’L1, de 130 estudiants immigrants d’origen romanès; així com l’efecte d’assistir a classes d’L1 i el temps d’estada, en les tres llengües estudiades. Per a aquest propòsit, s’han aplicat tres proves paral•leles de competència lingüística en set instituts d’Educació Secundària Obligatòria de Catalunya. A nivell general, els resultats indiquen que la transferència lingüística de l’L1 a les L2s sorgeix i que un major temps d’estada afavoreix l’aprenentatge del català i del castellà però, al mateix temps, va en detriment del nivell del coneixement adquirit en la seva L1. Així mateix, l’assistència a classes de romanès sembla influir en el manteniment de la seva llengua materna i en l’aprenentatge de segones llengües.<br>En contextos de migración, la diversidad de lenguas en contacto desencadena procesos de adquisición de segundas lenguas (L2) y de transferencia lingüística; además de reavivar el debate sobre la importancia del mantenimiento de la lengua materna (L1).
En el siguiente trabajo se exploran los procesos de adquisición de L2 (catalán y castellano), del mantenimiento de la L1 (rumano) y de la transferencia lingüística de la L1, de 130 estudiantes inmigrantes de origen rumano, así como el efecto de asistir a clases de L1 y el tiempo de estancia, en las tres lenguas estudiadas. Para ello, se han aplicado tres pruebas paralelas de competencia lingüística en siete institutos de Educación Secundaria Obligatoria de Cataluña. A nivel general, los resultados indican que se da la influencia de la L1 en las L2 y que un mayor tiempo de estancia favorece el aprendizaje del catalán y del castellano, pero, a su vez, va en detrimento del nivel de conocimiento adquirido en su L1. Asimismo, la asistencia a clases de rumano parece influir en el mantenimiento de su lengua materna y en el aprendizaje de segundas lenguas.
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Barichello, Alessia <1992>. "Foreign language education of tour guides in Italy. Language diversity and linguistic tolerance in foreign language users." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14930.
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This thesis analyses both linguistic competence in all its facets – specifically, microlinguistic competence – and foreign language skills including all the aspects that language use for professional purposes and in specific contexts implies. A particular focus will be addressed to language skills of expertise in art heritage contexts in Italy – specifically tour guides - given the importance of the tourism sector in our country.
Questionnaires concerning the linguistic perception by users of tour guides’ services - provided to tour guides who work in the most relevant art heritage towns in Italy - will help to better understand the issue by the point of view and personal experience of professionals whose role is so relevant from such a perspective.
Data collected will be the basis for a reflection and a proposal of foreign language training courses that could be offered to tour guides – as well as to prospective ones - by focusing on foreign language competence with a comprehensive approach. By receiving proper input by means of training courses and regular refreshing training ones, tour guides will be more likely to develop all the linguistic and extralinguistic skills that can make their services more professional, effective and appreciated by their users.
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Cojocnean, Diana Maria. "The vocabulary learning behavior of Romanian high school students in a digital context." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18199.
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This thesis investigates the vocabulary learning behavior of Romanian high school students in a digital context. The research identifies the vocabulary learning strategies used by EFL high school students and focuses on how the choice of vocabulary learning strategies varies across four independent variables: students' age, gender, academic profile (math-ICT, humanities, science and economic-technical) and language program (intensive English, bilingual, normal). These variables are hypothesized to influence learners' vocabulary behavior. Furthermore, the study examines the technology enhanced tools (computer and mobile assisted language learning tools) used by these students in their vocabulary learning as well as their attitudes towards using technology in vocabulary learning. Likewise, the study analyzes how students' choice of technology enhanced tools and their attitudes towards them vary across the four independent variables. The study is a mixed methods investigation with 1,239 participants (60% female, 40% male, aged 14-19 years old) learning English as a foreign language in nine Romanian secondary schools. Of the 1,239 participants who filled in the self-reported questionnaire, 43 also participated in focus group discussions prior to the administration of the questionnaire. The quantitative data were analyzed using descriptive and inferential statistics procedures whereas the qualitative data were analyzed thematically. The results from both phases were integrated in the results chapter. The main findings indicated that Romanian high school students prefer social strategies, followed by determination, metacognitive, cognitive and memory strategies. However, the usage of the strategies in these categories is medium towards low. As for individual vocabulary learning strategies, the participants reported that the impact of a new word, English media, guessing from context, associating the word with a picture and using cognates are frequently used strategies. The results also indicated that students' use of vocabulary learning strategies varies across the four independent variables. As far as the use of digital tools for vocabulary learning, the findings indicated that the students in this particular cultural context use few available digital tools with a preference for online dictionaries, games and social networking web sites. The results showed that overall Romanian students are not very familiar with computer and mobile assisted language learning tools, their attitudes towards the use of digital tools for vocabulary learning are neutral and they mostly associate the use of personal devices with their personal space, suggesting that they may not want to embed learning in their everyday activities. The results enrich existing knowledge of vocabulary learning strategies in a Romanian cultural context and they also give us an insight into how high school students use computer and mobile assisted language tools in their vocabulary learning. Implications for theory and practice are also discussed.
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Wallace, Catherine. "Critical language awareness in the foreign language classroom." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10007455/.
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The thesis examines the concept of critical language awareness both in principle and practice. It begins with an exploration of the key principles which inform CLA and concludes with an account of a particular study of a foreign language classroom. CL~ as presented in the thesis, is seen as an essentially practical, classroom based enterprise which is indebted in various ways to particular understandings about the nature of texts and interpretative processes. Early chapters locate CLA within studies of text and discourse, the reading process and classroom interaction respectively. The first chapter presents the view that CLA takes its theoretical bearings largely from critical discourse analysis. Discussion centres around major points of departure between critical and conventional kinds of discourse analysis. Chapter two focuses on the role of the reader in text analysis, arguing for the need to locate critical reading within the wider concept of critical literacy. Chapter three proposes the need to develop a model of critical pedagogy which has the potential to enhance awareness of texts and readings within the context of the classroom community. Chapter four offers a bridge between the conceptual underpinnings of the study and the subsequent chapters which present the empirical part of the thesis. It describes the research methodology which informs the classroom study. Chapters five, six and seven respectively, provide an account of the rationale for the particular course at the centre of the study, in terms of the texts and classroom procedures which were selected; they also present an analysis of key features of selected classroom episodes. Chapter eight assesses the students' own views about the manner in which their critical judgements of texts and practices have evolved during the CLA course. The thesis concludes by drawing some lessons for future explorations of both the principles and practice of critical language awareness.
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Chausse̹, Jean-Paul. "Impact of language immersion programs on foreign language /." Wright-Patterson Air Force Base, Ohio : Air Force Institute of Technology, 2008. http://handle.dtic.mil/100.2/ADA494349.
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Matsui, Shiro. "The relevance of the native language in foreign language acquisition : the critical period hypothesis for foreign language pronunciation /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
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Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared.
The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded.
The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length.
Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).
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Kugai, Kseniia. "Motivation in foreign language learning." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12993.
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Knudsen, Lina. "Dyslexia and Foreign Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.
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This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical perspective? What difficulties do foreign language teachers have when teaching dyslexicstudent? What strategies do foreign language teachers use when teaching a student with dyslexia? By using the qualitative research approach, interviews, it was found that while foreign language teachers are aware of dyslexia they need to be given more education about language based disorders so that they are more equipped to help their students. This research will highlight the importance of giving foreign language teachers the needed tools and strategies to better support dyslexic students as they learn a new language.
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Marogna, Veronica <1988>. "Dyslexia and Foreign Language Teaching." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2346.
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The study investigates the use of teaching accommodations towards pupils with dyslexia. The aim of the study is to verify whether there are accommodations in teaching, testing and assessment practice that ease foreing language learning for dyslexics. Secondly, whether foreign language teachers use these accommodations in their classroom. Partipiants of the study were asked to fill in an online questionnaire.
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Berlin, Andreas, and Kajsa Hammarström. "First Language Use in Second and Foreign Language Teaching." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125620.
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The Swedish curriculum for the subject English in upper secondary school clearly states the English should be used“as far as possible” in the classroom. However, the possible amount of first language usage is never mentioned. Thisfact piqued our interest for investigating how much, if any, first language use is beneficial for learning a newlanguage. For this reason, we decided to pose our research questions as follows: What are the different views on theusage of the L1 in an L2 and foreign-language classroom according to the teachers and learners? What has been saidabout only target language usage from a historical and a contemporary perspective? Does the use of the L1 in asecond-language/foreign-language classroom have a positive or negative effect on the learners’ language learning?To answer these questions, we have read and analysed sixteen empirical studies. Firstly, the research shows that bothlearners and teachers prefer to use the second language/target language as much as possible. However, they alsorecognise the benefits that the first language can have. The second question we have answered using both empiricalstudies as well as theorists from second language acquisition research and sociocultural theory. Our literaturedescribes a shift in language learning and teaching, from the bilingual grammar-translation method towards a moremonolingual classroom where the first language has no place. However, the empirical studies signal a new shift insecond-language/foreign-language education, reverting back to a more bilingual approach. Finally, all studies agreethat the first language has a complementary role in the language classroom, and if used properly, it can have apositive effect on language acquisition. Through our results we argue that the first language can increase the learners’motivation, move the tasks along and create a non-threatening environment where learners can feel safe to use thetarget language. Although the first language can benefit second language learning, learners and teachers must beaware of the danger of extensive usage, as it should remain a supplement to the target language.
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Bondarchuk, Julia. "Foreign students' secondary language personality in non-language university." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10554.
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Palacios, Taico Luis Ernesto. "Alexandru Niculescu. Outline history of the Romanian Language, Bucharest (Editura Știintifica Și Enciclopediấ). 1981,187 p". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102838.
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Ilieş, Beatrice Georgeta. "The attitudes towards foreigners of a group of Romanian learners of English and their understanding of foreign cultures." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420844.
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Goës, Ingelöv. "Alternative Identities and Foreign Language Learning." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1223.
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My D-essay has the working title “Alternative Identities and Foreign Language Learning”. I have chosen this area because I have noticed a certain reluctance among Swedish students to use the foreign language English in English classes. They often seem embarrassed to express themselves in a language which is not their mother tongue, but they seem less embarrassed when they are allowed to act somebody else. These two observations converge into a focus of discussion on the matter, which will be supported by a minor study of my own, by extracts from other people’s essays on the matter, and by an overview of current litterature on language, identity and drama.The aim of my essay is to compare Swedish students’ willingness to use the foreign language English when acting minor plays in school, as themselves and as a chosen character, and to investigate the possibility of improving students’ willingness to use a foreign language, when given the opportunity to do so through acting somebody else.
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Figueiredo, Patricia Poppe C. "Explaining success in foreign language learning." Master's thesis, Instituto Superior de Psicologia Aplicada : University of Bristol School of Education, 1990. http://hdl.handle.net/10400.12/525.
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Чернець, М. О. "Key issues in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10607.
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Чернець, М. О. "Computer use in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12989.
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Burlaka, Iryna. "Intercultural approach in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13000.
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Skyrda, T. S., Iryna Mazurenko, Тетяна Сергіївна Скирда, and Ірина Мазуренко. "The reason of learning foreign language." Thesis, Національний авіаційний університет, 2019. http://er.nau.edu.ua/handle/NAU/42938.
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You can speak with teachers online with the help of special programs. Also, you should do a lot of homework and special tests which show our level of mastering information. For example, in China the National Network of Radio and Television Universities (CRTVU) was founded in 1979. It provides growing demands for urgently needed skilled labor and for adult education that the traditional educational system does not satisfy.
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Кузнецова, Г. С. "Information technology in foreign language teaching." Thesis, ХДУХТ, 2017. http://openarchive.nure.ua/handle/document/7781.
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Pозглянуто теоретичні питання щодо використання інформаційних технологій у викладанні іноземної мови, визначено основні інформаційні ресурси та засоби, з’ясовано їхню важливість та актуальність.
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Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.
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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.
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Vivaldo, Laura <1988>. "Foreign Language Anxiety and Developmental Dyslexia." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/6363.
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L’elaborato intende affrontare il tema dell’ansia linguistica e di come essa si manifesti in un contesto di dislessia evolutiva. Saranno illustrati i fattori che contribuiscono a generare reazioni di apprensione durante il processo di apprendimento linguistico e saranno suggerite alcune linee metodologiche per ridurre gli effetti dell’ansia.
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Facchin, Andrea <1986>. "Teaching Arabic as a foreign language." Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10303.
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La presente ricerca si colloca nel campo della didattica dell’arabo come lingua straniera (TAFL) ed intende passare in rassegna le tappe fondamentali di tale materia dall’inizio degli anni Sessanta ai giorni nostri nel mondo arabo e nello specifico in tre paesi: Tunisia, Egitto, Arabia Saudita.
Nella ricerca presta particolare attenzione alla produzione TAFL in materia di sistemi di qualificazione linguistica quali scale di livello, esami di piazzamento, test in generale.
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Sell, Jared Benjamin. "Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6876.
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Anxiety in the language classroom is an important issue because it affects student performance (Woodrow, 2006). The majority of research conducted has focused on anxiety or apprehension that language learners experience in a foreign language classroom, including students learning English as a foreign language (EFL) context. Only a few studies have been done, however, that address the needs of learners experiencing anxiety in an ESL setting. Data were gathered from 179 students attending a university sponsored intensive English program using a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope, 1986) and focus groups. Initial scores on the FLCAS were obtained via student survey responses. In addition to the survey results, students also identified additional factors affecting their anxiety in the ESL classrooms in the areas of student beliefs (Price, 1991) and communication with peers. Furthermore, statistically significant results were found when comparing the students' first language (L1) with the survey results. Different types and levels of anxiety were shown to occur for Spanish and Portuguese students as well as Chinese, Korean, and Japanese students. The data gathered from the focus groups and open-ended questions provided clarity too to the overall scores obtained on the FLCAS.
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Al-Saraj, Taghreed Mohammed. "Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020618/.
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The goal of the research presented in this thesis is to increase understanding of the experiences (e.g., affective experience, challenges) of female Saudi Arabian students learning a foreign language. To better understand why some language learners have more difficulty acquiring a target language, there has been an increase in research into relationships between foreign language acquisition and affective variables (see Gardner, 1997). However, the vast majority of previous research has been conducted in the West, leaving a gap in understanding other perspectives. The present research uses a case study design, drawing on multiple sources of information to inform an understanding of female students' experience in a private college's English as a Foreign Language (EFL) program. A combination of factors — the importance of learning English, changes in the educational system, and conservative culture — create a unique environment for researching anxiety related to studying EFL. To gain insight into the learners' perspectives, questionnaires, individual and group interviews, and informal classroom observations were used. Ten participants, five from the beginning level (Level 1) and five from a more advanced level (Level 3) of the college English program, were examined. Each participant's experiences are discussed individually, then compared and analysed in the context of existing research literature. All case study participants indicated that they experienced anxiety through responses to a questionnaire, discussion in interviews, and observed behaviours (e.g., avoiding in-class participation). Although some factors, such as teacher-student interactions and teacher behaviour, appeared nearly universally anxiety-provoking among all participants, others factors varied between participants in Levels 1 and 3. These differences and similarities are examined. Finally, implications and limitations, along with suggested recommendations for EFL teachers and policy makers in Saudi Arabia, are discussed.
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Alghothani, Dima. "Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538.
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Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.
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Vicente-Rasoamalala, Leticia. "Teachers' Reactions to Foreign Language Learner Output." Doctoral thesis, Universitat de Barcelona, 2009. http://hdl.handle.net/10803/1675.
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OF THE DISSERTATION:<br/><br/>"Teachers' Reactions to Foreign Language Learner Output"<br/><br/>BY: Leticia Vicente-Rasoamalala<br/><br/>TEXT:<br/><br/>A series of theoretical and practical educational studies have suggested that learners need teacher assistance to progress in their learning. Therefore, a considerable amount of language classroom research has been concerned with the study of teacher activities, especially those focusing on their instructional methods.<br/><br/>In an attempt to contribute to this research area, the general objective of the dissertation is to develop a better understanding of one recurrent practice in formal FL instruction: how teachers react to FL learner output in classroom oral interactions. To this end, the formal features and phenomena involved in Teacher Reaction Episodes (TREs) are addressed. 'Teacher reactions' refer to any instructional strategies that handle language learner oral productions. In traditional SLA research, this teacher practice has been conceptually examined under the rubric of 'corrective feedback'.<br/><br/>This thesis covers multidisciplinary theoretical and methodological approaches related to TREs. Part I (Chapters 1-4) puts in perspective the general conceptual framework that underpins the empirical second part of the thesis. A literature review encompasses: i) general and specific components comprising TREs), ii) the features surrounding these instructional moves, iii) their potential benefits for FL learner acquisition and, iv) the methodological frameworks previously used to examine teacher reactions.<br/><br/>We have identified the key questions that SLA research has addressed in relation to "Teacher Reactions to Foreign Language Learner Output" by covering different methods of enquiry such as:<br/><br/>1) SLA theories<br/>2) Socioculturalism<br/>3) FL classroom social interaction studies<br/>4) Teacher reaction features in the light of SLA works<br/><br/>Part II (Chapters 5-8) describes microanalysis case studies carried out for observing and identifying the turns of TREs. Video data collected from two Senegalese international bilingual schools illustrate the differential effects of teacher reactions on FL learner uptake. Through corpus-based evidence from three immersion settings, an attempt is made to discover conditions and means for felicitous TREs in acquisitional terms. The term "immersion" refers to the teaching approach in which students receive academic instruction of core content subjects in a language that is not usually their mother tongue (Wesche, 2001).<br/><br/>Specifically, 3 language teachers were observed with their students in their FL immersion classrooms in three main differentiated learning settings, which involve different levels and languages: i. Advanced English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 1); ii. Intermediate English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 2); iii. Spanish as L3 immersion (Years 9 and 10) at the secondary school (Setting 3) In order to conduct further research in the area of teacher feedback (Lyster & Mori, 2006; Lyster & Ranta, 1997), this study has focused on teacher reactions to foreign language learner output in such peculiar formal instruction (FI) learning contexts. A total of 14 lessons were observed to this end in each classroom year level.<br/><br/>This part of the dissertation has been theoretically and methodologically framed into one hybrid approach covering diverse complementary perspectives. For instance, the SLA social interactionist views, socioculturalism, Conversation Analysis and ethnomethodology. In methodological terms, this study aimed at:<br/><br/>1) describing the way(-s) in which learners and teachers verbally and non-verbally engage didactic negotiations during TREs;<br/><br/>2) identifying how TREs might be salient for language acquisition in engaging learner noticing of their deviant target language forms; <br/><br/>3) investigating if learners engage after teacher interventions, pay attention to their errors, and if they might fruitfully self-repair; <br/><br/>4) surveying teacher and learner beliefs on TREs.<br/><br/>The results seem to reflect certain trends in relation to the error types, the kinds of teacher reactions and the immersion settings, classroom years and levels vis-à-vis learner uptake. Globally, learners receiving metalinguistic feedback appear to generate more uptake than those receiving recasts.<br><I>EXTRACTO DE LA TESIS:<br/><br/>TÍTULO: Reacciones docentes ante el output de los aprendices de lenguas extranjeras<br/><br/>TEXTO: <br/><br/>Una serie de estudios teóricos y prácticos que versan sobre aspectos educativos han postulado que el soporte del profesor es necesario para la progresión del aprendizaje de los estudiantes. Por esta razón, un número considerable de trabajos ha indagado sobre las actividades docentes haciendo especial hincapié en los métodos didácticos aplicados con el fin de examinarlas.<br/><br/>En un intento de contribuir en esta área de investigación, el objetivo general de esta tesis es profundizar en una práctica docente recurrente en la enseñanza de idiomas. Se trata de las reacciones de los profesores ante el output de los aprendices que tienen lugar durante las interacciones orales en las aulas de lenguas extranjeras. En particular, se pretende examinar los rasgos formales de los "episodios de reacciones docentes" (ERD) y los fenómenos circundantes que se manifiestan en ellos. Las "reacciones docentes" se refieren a la totalidad de estrategias didácticas verbales y no verbales que se despliegan ante las producciones orales de los aprendices de idiomas. Tradicionalmente, el campo de la adquisición de lenguas segundas examina de manera conceptual esta práctica docente como "feedback correctivo".<br/><br/>Este trabajo contextualiza los estudios teóricos y metodológicos multidisciplinarios afines con los ERD abarcando: i) los componentes generales y específicos de los episodios de reacciones docentes, ii) las condiciones que rodean estas acciones, iii) los beneficios potenciales para el aprendiz en relación con el "feedback" o la retroalimentación docente en diferentes contextos de adquisición de lenguas y iv) los marcos metodológicos previamente aplicados para examinar las reacciones del profesor o del instructor de lenguas.<br/><br/>Los datos recogidos mediante una videocámara en dos escuelas bilingües internacionales privadas de Senegal ilustran los efectos diferenciados de las reacciones docentes sobre las producciones subsiguientes ("uptake") de los aprendices. A través de un corpus basado en datos empíricos extraídos de tres contextos de inmersión, se ha intentado hallar las condiciones y los recursos que podrían posibilitar que las reacciones docentes ante el output de los aprendices de idiomas sean más facilitadoras en términos de adquisición. En el presente estudio, la provisión de feedback metalingüístico pareció generar más "uptake" por parte de los aprendices que en el caso de las reformulaciones. </I>
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Youkhana, Sana. "Code-switching in the foreign language classroom." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-14779.
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It is a frequently observed phenomenon that language learners often turn to their native language in the foreign language classroom, i.e. they code-switch, but why is it so? In order to investigate this, this study had two aims; the first aim was about trying to see if the frequency of code-switching differed depending on the questions’ levels of difficulty. This study was conducted on three different upper-secondary schools and involved 24 pupils. The pupils’ age varied from 16 to 19. The hypotheses were that pupils code-switch less when answering basic level questions and more when answering advanced level questions. Small groups were observed and they read a text and answered eight questions. The results showed that the pupils did code-switch more on the advanced level questions and less on the basic level questions. They code-switched 15 times on the basic level-questions and 21 times on the advanced level-questions. However, this is not a big difference since there were only six instances that differed between them. The second aim was about trying to see if one could categorize code-switching. It was based on Sert’s (2005) three categories; Equivalence, Reiteration and Floor-holding and four other categories invented by the researcher of this study; Student-student code-switching, Student-researcher code-switching, Comfort code-switching and Sorry code-switching, thus, seven categories in total. The results showed that the pupils did code-switch differently and that Sert’s categories did exist, but they were not enough that is why the researcher added the four other categories.
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Nakata, Yoshiyuki. "Motivation and experience in foreign language learning /." Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Bull, Susan. "Collaborative student modelling in foreign language learning." Thesis, University of Edinburgh, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496469.
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Ludke, Karen M. "Songs and singing in foreign language learning." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5500.
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Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can enhance the L2 learning process by improving listening and speaking skills, pronunciation, intonation, and vocabulary. Experiments have shown that under certain conditions, a sung presentation of linguistic material can facilitate verbal learning in the native language. To date, however, there is very little research evidence that singing can increase L2 skills. This thesis begins to methodically evaluate whether listening to songs and singing in a new language can facilitate L2 learning, compared to practising L2 material through more traditional, speech-based instructional methods. The research studies also explore the extent to which individual di erences (IDs) between learners may mediate any observed benefits of using songs in L2 instruction. The first two studies examine under controlled experimental conditions whether singing can support adults’ beginning-level modern language learning compared to speech over a short time period. Results indicate that when no significant group di erences exist for the ID measures, an instructional method that incorporates L2 singing can facilitate short-term learning and memory. Results also showed that IDs between learners, in particular previous language learning experience, musical abilities, mood, and motivation, can mediate the benefits of L2 learning through a singing method. The third study describes a four-week, classroom-based arts intervention exploring the e ects of incorporating songs and dramatic dialogues into the L2 curriculum, both in terms of learning outcomes and the adolescents’ opinions. In addition to increases in French skills, many children reported that the dramatic and musical activities had increased their confidence to speak in French. There was also an overall preference for listening to songs and more children reported that the songs repeated in their heads after class. The thesis concludes by discussing practical implications for L2 instruction and proposes a framework to guide future research exploring how and why singing can support modern foreign language learning.
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Leung, Yau-keung, and 梁有強. "Lexical networks and foreign language vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.
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Faulkner, Hilary. "Predicting gifted foreign language learning and performance." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/13081/.
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This thesis examines individual learner characteristics in order to identify those useful as predictors of gifted foreign language learning performance and creativity in secondary school pupil learners. An individual learner might possess a range of learner characteristics which combine to support his or her gifted foreign language performance. Foreign language learning in England is examined in the opening chapter, providing an historical and educational context within which to explore individual learner differences and the notion of gifted foreign language performance. Theories and research findings from the fields of linguistics are scrutinised together with those generated by foreign language education research in chapter two. Additionally, there is an explanation of giftedness and this latter discussion links to chapter three which relates specifically to gifted performance and creativity in foreign language learning. The Good Language Learner research conducted by Naiman, Frohlich, Stern and Todesco offers a template for studying multiple learner characteristics and the pioneering work of Vygotsky introduces a model for the teaching of the gifted. Chapter four presents the subsequent theoretical framework for this research and clearly differentiates between cognitive and affective individual learner characteristics. Specific research questions focus on selected individual learner characteristics, which include: cognitive ability, foreign language aptitude, motivation and attitude in foreign language learning and these are discussed within chapter five. Quantitative methods are used to address the research questions and data is collected from a group of mixed ability secondary school pupils over a three year period. The research tools included standardised tests for ability, memory, and language aptitude and motivation. Creativity tasks and a questionnaire surveying pupil attitude to foreign language learning were designed for the research in this thesis. The quantitative data was processed statistically. Significant results are highlighted and interpreted with reference to the original theoretical framework and this guides the discussion in chapters six and seven respectively. The closing chapter summarises the main research findings and offers a practical strategy for foreign language teaching including guidelines for the identification of gifted foreign language learners. This is juxtaposed with the current challenging circumstances facing schools, brought about by government educational policy which is seeking to improve pupil performance in foreign language learning and to change national attitudes and perceptions to foreign languages and cultures.