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Tesis sobre el tema "English language Folklore Second language acquisition"

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Publicado: 4 de junio de 2021

Última modificación: 8 de febrero de 2022

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1

Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /". access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.

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2

Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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3

Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading". Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.

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4

Urponen, Marja Inkeri. "Ultimate attainment in postpuberty second language acquisition". Thesis, Boston University, 2004. https://hdl.handle.net/2144/32846.

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Thesis (Ed.D.)--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.
The study examined ultimate attainment m postpuberty second language acquisition and the Critical Period Hypothesis as an explanation for non-nativeness. A grammaticality judgment task acted as an assessment instrument; a subject was considered to be native-like if the individual's subtest score was greater than or equal to the mean ratings of 90% of the control group members. The native-like subtests were totaled into a nativeness score. The study consisted of 6 research questions and followup interviews with the highest scoring and lowest scoring subjects. As a methodological innovation, the selection of Finnish-born spouses of native English speakers (N=104) as subjects controlled background variables (amount and quality ofL2 exposure, amount ofL2 and Ll use, education and language learning); 80% had studied EFL. 55 subjects had age on arrival of 2:16 years and had lived in USA/Canada for 20-60 years. 88% of the control group (N=40) obtained the nativeness score 6 or 5. The grammaticality judgments of 38% of Finnish-born subjects were indistinguishable from the judgments of the control group and contradicted the Critical Period Hypothesis as an only explanation for native-like ultimate attainment. The findings also indicate that Age on Arrival and Age English as a Foreign Language Began are separate age of exposure measures. The best logistic regression model with 11 binary variables predicted nativelikeness with 76.9% accuracy; the significant predictors were Age English as a Foreign Language Began, US Education, and Length of Exposure, but not Age on Arrival. However, the youngest age on arrival group (12-15 years) outperformed all other subject groupings. Their performance did not decline with aging; the nativeness scores of other subjects declined as Age at Testing increased after the peak performance age. ANOV As for Age English as a Foreign Language Began, Length of Exposure, Total Years of Education, and Age at Testing were significant for the 104 and 55 subject groupings. The n-shaped relationship between the nativeness score and Length of Exposure explains their low correlation. Age at Testing impacted on ultimate attainment by confounding with education and other background variables (prior foreign language study, second language proficiency on arrival, multilingualism, etc.).
2031-01-01

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5

Wennerstrom, Ann K. "Discourse intonation and second language acquisition : three genre-based studies /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9493.

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6

Hoffmann, Leatrice Neves. "An accelerative psycholinguistic aproach to second language acquisition applied to english language". reponame:Repositório Institucional da UFSC, 1990. https://repositorio.ufsc.br/xmlui/handle/123456789/157638.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T16:45:13Z (GMT). No. of bitstreams: 1 81455.pdf: 2415574 bytes, checksum: 199d8ba8fdc459f824c28982ea1ef387 (MD5) Previous issue date: 1990
Trata de uma abordagem psicolingüística para o ensino/aprendizagem de línguas estrangeiras. Através de estudos lingüísticos e teorias cognitivas, um modelo simplificado foi desenvolvido para acelerar a aquisição da língua inglesa através do ensino das estruturas verbais. Neste estudo o modelo foi testado através de dois experimentos, quando a eficiência acelerativa desta metodologia foi investigada e comparada à metodologia comunicativa. Os resultados favoreceram a abordagem psicolingüística em termos de eficiência de ensino os estudantes submetidos a metodologia psicolingüística obtiveram melhores resultados nos aspectos da competência lingüística testados.

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7

Son, Sun Ah. "The acquisition of English obstruents by Korean speakers of English as a second language /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.04Mb, 235 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3182629.

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8

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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9

Groot, Ingeborg. "Note-taking in English as a second language acquisition". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.

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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students.
Department of English

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10

Yuan, Boping. "Directionality of difficulty in second language acquisition of Chinese and English". Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/17576.

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This thesis is concerned with the investigation of directionality of difficulty in second language acquisition (SLA) by Chinese-speaking learners learning English as a foreign language (EFL) and by English-speaking learners learning Chinese as a foreign language (CFL) . Chinese allows both subject PRO in finite clauses and object pro. However, subject PRO in finite clauses and object pro give rise to ungrammaticality in English. Unlike Chinese, in which topics can be base-generated, English does not allow a base-generated topic. Chinese and English are also different in that while English reflexives can only take a local subject in finite clauses as their antecedent (thus a short-distance reflexive), the Chinese reflexive ziji can take the matrix subject as well as the embedded subject as its antecedent (thus a long-distance reflexive) . With respect to these differences between the two languages, our focus is on whether it is more difficult for CFL learners to acquire subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of Chinese than for EFL learners to unlearn subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of English. The results of our study suggest that there is no single direction of difficulty in the SLA of Chinese and English. In terms of object pro, the direction of difficulty is from Chinese to English. However, in acquiring and unlearning the subject PRO, neither CFL learners nor EFL learners seem to have much difficulty. As for base-generated topics, it is found that the acquisition of this feature by CFL learners is more difficult than the unlearning of this feature by EFL learners. The results concerning the acquisition of the Chinese long-distance reflexive ziji by CFL learners suggest that a lack of long-distance binding for ziji is fossilized in these learners' interlanguage (IL) grammars of Chinese. Based on the findings in this study, we argue that the directionality of difficulty in SLA can only be studied with respect to individual language features and that the mere existence of relevant positive evidence in the input is not a guarantee that there will be a change in the learner's IL grammar. There are many factors involved in deciding the direction of difficulty in SLA. These factors include the availability of informative evidence to the learner, the possibility that the learner makes use of the evidence available for the restructuring of his IL grammar of the target language, the learners' ability to process the relevant data in the input, and the interaction between the structure in the learners' L1 and the inherent developmental stage of the target language.

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11

Yam, Pui Suen Josephine. "The acquisition of English consonant clusters by Hong Kong learners". access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3203176.

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12

So, Pui-kwan. "The acquisition of English passives by Cantonese ESL learners". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31571773.

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13

Swanson, Kimberly Anne Bankart. "Acquisition versus suppression of phonological processes in the second language acquisition of French and English". [Bloomington, Ind.] : Indiana University, 2007. 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:3243793.

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Thesis (Ph.D.)--Indiana University, Depts. of French & Italian and Linguistics, 2007.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4529. Advisers: Daniel A. Dinnsen; Albert Valdman.

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14

Hirase, Yuka. "Fossilization and defossilization in second language acquisition". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1014799.

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This study investigates the fossilization and defossilization in the developing interlanguage of ESL students. The subjects were a group of 13 Japanese SL learners who studied at a U. S. University in an exchange program during 1994-95. The students' use of copula, auxiliaries, morphemes and syntactic structures was examined to see the degree to which there were interlanguage changes during the period. A close examination of SL production in form-focused contexts indicates that fossilized errors are more likely to occur when a number of particular conditions are not satisfied, involving a relatively automatized system of conveying meaning, an easy control of topic and a high degree of understanding of the target linguistic structure.
Department of English

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15

Thibeau, Tully Jude. "English prepositions in phrasal verbs: A study in second language acquisition". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284018.

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This study examines whether grammar instruction treatment, input processing, facilitates in learners of English as a Second Language (ESL) a distinction among sets of phrasal verbs containing prepositions. Input processing emphasizes difficult grammatical forms and provides a model for the behavior of the varying roles of phrasal verb prepositions. Such instruction follows three steps: (i) explaining the relation between a grammatical form and its meaning, (ii) informing learners of language processes that adversely influence the form-meaning relation, and (iii) implementing "structured input" activities that target the form in linguistic input, facilitating form-meaning relations. Prepositions in phrasal verbs perform specific roles for exclusive purposes, for instance in verb-particle constructions eat up, clean out, send on where prepositions mark aspectual properties for "completion-of-activity" (telicity) as well as "affectedness" of phrasal verb objects. ESL students were selected for the control and treatment groups. Each group participated in a pretest and posttest. Each test included three tasks: one comprehension (yes/no multiple choice) and two production (sentence completion and written narration). Time (pretest/posttest) and instruction (informal IP/formal explanation) were independent variables. Scores were the dependent variable. Preposition use is difficult for ESL learners, yet no generalizations explain learning difficulty nor has instruction addressed this difficulty. Input Processing furnishes needed instruction and is consonant with current linguistic theory (Minimalism): Word-order phenomena obey "frame alternations" that shift meaning by varying syntactic configuration (movement to alternate sites in phrase structure). Language acquisition centers on mapping functions linking semantics with syntax; thus, pedagogical practice and linguistic theory are united. Structured input activities are likened to natural input that children are exposed to when they acquire language. Acquisition processes link meaningful items in a mental lexicon to grammatical patterns constructed by a mental computer. Second language learners create links between meaning and form because they make decisions about meaning in input structured to highlight the form in which meaning is conveyed. Statistical analyses show treatment effect for input processing instruction on the comprehension task, so subjects' ability is improved through attention to mapping. Production task data were inconclusive yet revealed significance of frequency of prepositions' functions.

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16

Law, Mei-han Crystal. "The acquisition of English subject-verb agreement by Cantonese speakers". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31627766.

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17

Leung, Yau-keung. "Lexical networks and foreign language vocabulary acquisition". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810664.

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18

Kim, Shin-hye. "The acquisition of tense and aspect by Korean and Chinese learners of English /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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19

Mpoche, Kizitus Nformi. "Anaphors in English and Limbum : acquisition of English as a second language". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614737.

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20

Slabakova, Roumyana. "Zero acquisition : second language acquisition of the parameter of aspect". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ44589.pdf.

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21

Aitken, Meghan Elizabeth. "A Study of First Language Background and Second Language Order of Acquisition". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2674.

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One major topic that often appears in textbooks on second language acquisition (SLA) is that of order of acquisition of morphemes. Much research has been done on the issue in the past, and a particular acquisition order has been accepted by many in the field of SLA for second language learners of English. This order of morphemes is deemed invariant and not affected by the native language of the learner. This thesis examines this claim, using an elicited imitation test to target nine English morphemes. The results show that a learner's native language does indeed have an effect on the order of acquisition of morphemes; however, only a few limited claims can be made regarding this order (for example, Japanese and Korean seem to acquire the auxiliary morpheme earlier than in other languages). Previous research is examined in light of the differences between this and other studies, with a specific focus on methodological issues which could have a significant impact on both results and interpretation of results in studies related to order of acquisition of morphemes.

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22

Echeverría, Daniela, Gregorio Godoy, Carolina Norambuena, Marcela Rivera, Quirian Sani, Eduardo Tapia, Consuelo Toro, Katherine Varas y Javiera Zamora. "Acquisition of Lexical Competence in English as a Second Language". Tesis, Universidad de Chile, 2007. http://repositorio.uchile.cl/handle/2250/110496.

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23

Vanhanen, Patricia. "Learning while Gaming: Second Language Students’ Acquisition of English Idioms". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34812.

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Idioms are found in every language, and if one wants to master a language it is important to learn and be able to use idioms while communicating. The English language is no exception. As well as in other languages, idioms are used extensively in the English language. There is also a difference between a literal and an idiomatic meaning of a sentence. If one wants to understand different shades of meaning it is important to know the meaning of idiomatic expressions. For example, “break a leg” is an idiom used commonly when speaking. The literal meaning of the sentence would an instruction by the speaker telling someone to break a bone in their leg. However, the idiomatic meaning of this expression is: good luck and do your best. This idiomatic expression is often used among actors when they tell each other to “break a leg” before entering the stage to perform. Furthermore, computers have become an increasingly important and widely used medium of communication over the past two decades. Researchers have viewed this positively, and noted how it is especially helpful when it comes to language development. The aim of this study is to investigate whether playing computer games as a leisure activity improves the usage and knowledge of idioms among students in the secondary school. A total of 22 students participated in the study, 12 male students and 10 female students. The methodology is based on a quantitative method (Dörnyei 2007). The data is collected with the help of questionnaires in which students had to answer questions about their video gaming habits and attitudes towards idioms. Apart from this, they then had to work with idiomatic expressions in three different ways to measure their knowledge of idioms. Even though the data collected is limited, some evidence was found which indicated that playing video games or online computer games does have a noticeable impact on the English language, regarding idioms. The observation measured the participants’ usage and knowledge of idioms. The main conclusion of the study is that video games and online games might influence the players’ language proficiency in a positive way with regards to idiomatic expressions. Moreover, most of the students state that they consider idiomatic expressions important, and that they are necessary to learn to acquire a more nuanced English language.

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24

Chiu, Chia-Hui. "Semantic development in ESL vocabulary acquisition". online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3247996.

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25

Song, Min Sun. "The first and second language acquisition of negative polarity items in English and Korean". Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765031621&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245438531&clientId=23440.

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26

Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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27

Hirakawa, Makiko. "Linguistic theory and second language acquisition : the acquisition of English reflexives by native speakers of Japanese". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55607.

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28

Hart-Rawung, Pornpimon y n/a. "Internationalising English language education in Thailand: English language program for Thai engineers". RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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29

Wong, Hoi-wah Winnie. "The influence of Cantonese in the acquisition of English negation among Cantonese ESL learners". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31963146.

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Woolford, Victoria. "Teaching English language learners in the regular elementary classroom". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/VWoolford2007.pdf.

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31

Juffs, Alan. "Learnability and the lexicon in second language acquisition : Chinese learners' acquisition of English argument structure". Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41626.

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This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on representation transferred from the L1, it is shown that L1 influence may persist until quite advanced stages of acquisition. The implications of the results are discussed for the parameter setting model of SLA.

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Moss, Linda Macrae. "Benefits of school band programs on English language acquisition among English language learners| A quantitative study". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572954.

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Immigrant and refugee students who have been entering the United States have a pressing challenge and that challenge is the learning and comprehension of the English language. School administration and faculty have struggled to meet the needs of immigrant and refugee students in urban schools. The purpose of the quantitative correlational study was to test the hypothesis that sixth, seventh, and eighth grade immigrant and refugee band students scored higher on the Arizona Instrument to Measure Standards (AIMS) test than did junior high immigrant and refugee non-band students in the reading and comprehension of the English language, as assessed by the 2010 and 2011 reading and 2011 writing test scores of the AIMS. The target population consisted of the immigrant and refugee student population in three junior high schools in the A1 district, a Title 1 district in Phoenix, Arizona. The federal government created and developed Title 1 schools in the United States for students who were living at or near poverty and who may have been at risk of failure. The data clerks, faculty, and administrative members collected the reading and writing scores of the band and non-band sixth, seventh, and eighth graders of the three junior high schools from the Microsoft Excel® program of the A1 District and the data were input into the Microsoft Excel program, then into the Statistical Package for the Social Sciences® (SPSS) program and analyzed. Two-tailed t-tests were conducted to analyze differences in the reading and writing scores between the band and non-band students in three junior high schools in Central Phoenix. A statistically significant difference in reading and writing scores was found between those students who were band participants and those who were not.

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33

Nargis, Sultana Mahbuba. "Sensory Input and Mental Imagery in Second Language Acquisition". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418370678.

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34

Chung, Hyun-sook. "Interrelationships among prior knowledge, prior beliefs, and language proficiency in second language listening comprehension /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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35

Reynolds, Brook J. "Perceptions of English language learners (PELL) sixth, seventh, and eighth grade Chinese students' perceptions of their success in learning English as a second language /". online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3246914.

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36

Foreman, Annik 1973. "Pretending to be someone you're not : a study of second dialect acquisition in Australia". Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5859.

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37

Yin, Chengbin. "Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /". College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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38

Yap, Set-lee Shirley. "Out-of-class use of english by secondary school students in a Hong Kong Anglo-Chinese school". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883468.

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Parrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.

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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.

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Chan, Kit-wah. "An investigation of Hong Kong Chinese ESL learners' processing difficulty in the comprehension and production of relative clauses". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31603312.

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41

Lei, Xiao. "Understanding writing strategy use from a sociocultural perspective a multiple-case study of Chinese EFL learners of different writing abilities /". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085672.

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42

Shen, Jin. "Mother tongue reliance and avoidance strategies in second language learning : a study of English majors at four tertiary institutions in P.R. China /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294541.

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43

Lee, Il-jae. "Development of morphosyntactic features of the complementizer phrase in L2 relative clauses of Korean learners". Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (Ph. D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian and African Languages, 2006.
Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 152-165). Also issued in print.

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Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.

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Lau, Chi-leung Allen. "A study of errors made by F4 students in their written English with special reference to determiners". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31943652.

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46

Kim, Seung Jung. "Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea WTC as a predictor of success in second language acquisition /". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101267838.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Nov. 24.

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47

Muroya, Akiko. "Testing theories of second language acquisition : evidence from Japanese learners' English". Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.

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This study investigates five topics that have been at the heart of research into second language (L2) acquisition for over three decades: (1) the nature of early L2 grammars and whether they contain both lexical and functional categories; (2) the role that the native language (L 1) plays in L2 acquisition; (3) the source of variable production by L2 speakers of properties that are categorical for L1 speakers; (4) the relationship between the acquisition of morphological properties and syntactic operations; (S) the involvement of a putative Universal Grammar. These topics are investigated in the context of Japanese-speaking classroom learners of English. Data were collected through two production tasks, one written the other oral. While there have been many studies of the topics in question with naturalistic L2 learners of English, there have been fewer studies with classroom learners. The general view in generative studies ofL2 acquisition has been that linguistic development will be the same, whatever the context of learning. However, this is an empirical question and the present study provides evidence bearing on it. Findings suggest that early-stage learners have grammars for English that have both functional and lexical categories. The functional categories are specified for features that are syntactically relevant (for verb raising, for the determination of obligatory subjects, for appropriate case marking, for the obligatory fronting of wh-words). Properties that are transferred from the Ll are not predictable simply on the basis of comparing differences between the two languages. Variability in production appears to be explicable largely in terms of learners' (re)assembling features for English lexical items which differ from their Japanese counterparts, combined with the difficulty of accessing forms where processing load is heavy (the Missing Surface Inflection hypothesis). There was no evidence of participants needing to acquire the morphological paradigms of English before establishing syntactic rules. Finally, there was limited, but suggestive, evidence that the L2 grammars of+the classroom learners studied are guided by UG.

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Jung, Woo-Hyun. "A grammatical and pragmatic analysis of English passives in second language acquisition". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019482.

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This dissertation has two main purposes: (a) to provide a contrastive analysis and theoretical background of the passive in English and Korean; (b) to investigate how Korean learners of English use the English passive in terms of forms, meanings, and functions.One major claim in this dissertation is that the passive is best accounted for by the notion of role prominence in both English and Korean. In addition, a significant difference is revealed in emotional (affective) functions of the passive in English and Korean, showing that the emotional function prevails in Korean far more than in English.After the discussion of theoretical background, Korean learners' actual use of the English passive is analyzed. The specific analysis of grammatical errors shows that Korean learners make local errors (errors significantly inhibiting communication) more than global errors (errors not significantly inhibiting communication). Pragmatic errors are divided largely into discourse functional errors (violation of role prominence, abrupt topic shift, and violation of defocusing) and affective functional errors. The results show that affective functional errors outnumber discourse functional errors. These results are accounted for in terms of not only language transfer and but also a socio-cultural factor, prestige of a passive sentence with respect to an active sentence. Of particular interest is the existence of a hierarchy of acceptability in pragmatic errors. Analysis of medio-passive errors suggests that the native language forms greatly affect the learners' target language forms.This dissertation plays particular attention to the pragmatic aspects of the passive, both theoretical and practical. It is argued that the learners' use of the passive in accordance with pragmatic principles will enhance cohesive writing, facilitating communication.Generally speaking, this dissertation contributes to several important areas of study in second language acquisition, including error analysis and contrastive analysis in terms of grammar and pragmatics. A major significance of this dissertation is its demonstration of the importance of pragmatics in understanding the acqusition of grammar.
Department of English

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Callies, Marcus. "Information highlighting in advanced learner English : the syntax-pragmatics interface in second language acquisition /". Amsterdam : John Benjamins Publishing Company, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789027254313.

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Mossman, Sabrina. "Production of future forms by L2 English learners". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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