Tesi sul tema "Language and languages Language and languages Listening"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 saggi (tesi di laurea o di dottorato) per l'attività di ricerca sul tema "Language and languages Language and languages Listening".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi le tesi di molte aree scientifiche e compila una bibliografia corretta.
Brett, Paul Alan. "The design and evaluation of a multimedia application for second language listening comprehension". Online version, 1999. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.297607.
Testo completoBumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.
Testo completoJavetz, Esther. "Effects of using guided (computer-controlled videotapes) and unguided (videotapes) listening practices on listening comprehension of novice second language learners /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636473769.
Testo completoGruba, Paul Andrew. "The role of digital video media in second language listening comprehension". Online version, 1999. http://repository.unimelb.edu.au/10187/1520.
Testo completoBeukes, Vernita. "Die evaluering van 'n nuutgeskepte luisterprogram vir postbeginner studente". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1818.
Testo completoThis study contributes to the growing field of CALL. The Authorware programme focus on postbeginner students’ listening skills in an attempt to increase the number of students that complete their studies at Stellenbosch University. The study investigates different types of listening, which forms the backbone for the accompanying programme.
Marais, Fiona C. "An investigation into the significance of listening proficiency in the assessment of academic literacy levels at Stellenbosch University". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1636.
Testo completoConcern surrounding the low levels of academic literacy amongst incoming first year students has prompted universities and other tertiary education institutions in South Africa to implement tests of academic literacy. At Stellenbosch University, the English version of this test is known as TALL (Test of Academic Literacy Levels) and was developed to assess reading and writing abilities in an academic context. The results are used to ‘stream’ students into programmes which assist them in acquiring the various skills deemed necessary for their academic success. This study examines, on the one hand, the significance of listening in the assessment of academic literacy levels; on the other hand, it explores the potential for an academic listening test (ALT) to assist TALL in more accurate screening of students, particularly the borderline cases. The design and operationalisation of ALT is based on the theories and approaches of several researchers in the field. The study began with the compilation of the test specification and design of ALT. This was followed by empirically piloting a project where qualitative data concerning the validity of ALT was collected by means of a questionnaire. The next phase involved assessing the academic listening competency of a sample of first year university students. This assessment comprised an initial test administration followed by a second administration of the same test a month later in order to ascertain consistency of measurement over a period of time. The quantitative results obtained from both administrations were then statistically analysed to determine the reliability and validity of ALT. The final phase of the study involved the correlation of these results with those of TALL to determine the level of criterion-related validity as well as to establish whether ALT could be a useful added dimension to TALL.
Lynch, Tony. "Grading foreign language listening comprehension materials : the use of naturally modified interaction". Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/19064.
Testo completoFujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.
Testo completoEmery, Rebecca Brinck. "Spaced Versus Massed Practice in L2 German Listening Comprehension". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6295.
Testo completoSerreli, Valentina. "Society, languages and ideologies in the oasis of Siwa (Egypt) : listening to people's voices". Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3010.
Testo completoThe present thesis proposes a linguistic ethnography of the oasis of Siwa, an Amazigh enclave situated in the Western Egyptian desert. De facto independent for centuries, it is only during the 20th century that this area started undergoing processes of modernization and Arabization with a consequent inclusion in the national (Egyptian) and the international (Amazigh) arenas. Although representing an interesting field for sociolinguistic research, this subject has not attracted scholarly attention so far and this work is a first attempt to fill that gap.This research has a multidisciplinary approach built on sociolinguistic and linguistic anthropological theories. It falls into the field of language attitudes and ideologies’ studies, and it developed a combined method including ethnographic interviewing and participant observation. The thesis presents the dynamics of language use within the oasis from an insider perspective and discusses the mechanisms and the ideologies underlying both speakers’ practices and attitudes, arguing that the emerging differentiation of linguistic practices is related to the attitudinal variation across specific social categories, which adhere to different ideologies. The study portrays a multiform community in a phase of socio-economic transition and sociolinguistic change in progress
Buckhoff, Michael John. "The explicit teaching of implicature to ESL students and its effect on their performance on the listening section of the Test of English as a Foreign Language". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1551.
Testo completoKojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
Testo completoEggert, Björn. "Global English and Listening Materials : A Textbook Analysis". Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4040.
Testo completoThis paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers, does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.
Sundelin, Mattias. "Games in Second-Language Teaching : Using Minecraft to Facilitate the Development of Reading, Listening, Writing and Speaking Skills in English". Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37366.
Testo completoRocque, Ryan K. "A Study of the Effectiveness of Annotations in Improving the Listening Comprehension of Intermediate ESL Learners". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2370.pdf.
Testo completoAllen, Brandon. "Identifying the Effectiveness of Pre-Listening Activities for Students of Chinese Mandarin". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2666.
Testo completoStarr, Tina Grahovac. "The German Proficiency Exam at Brigham Young University : a validation study /". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2449.pdf.
Testo completoLingemyr, Jesper. "English Varieties in Swedish Upper Secondary School : An analysis of Listening Exercises in Swedish National Tests". Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23579.
Testo completoYang, Chao-Chi. "The Dominant Listening Strategy of Low-Proficiency Level Learners of Mandarin Chinese: Bottom-Up Processing or Top-Down Processing". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1221.pdf.
Testo completoThompson, Gregory Lynn. "Teacher and Student First Language and Target Language Use in the Foreign Language Classroom: A Qualitative and Quantitative Study of Language Choice". Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1705%5F1%5Fm.pdf&type=application/pdf.
Testo completoAmmouri, Quinteros Diana. "The Integration of the Four Skills in English in an Indian Classroom : A study of the integration of speaking, listening, reading and writing in the English classroom in a primary school in Vadodara, India". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121436.
Testo completoChung, 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.
Testo completoHu, Guiling. "Cognitive Mechanisms Underlying Second Language Listening Comprehension". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/alesl_diss/11.
Testo completoBuck, Gary. "The testing of second language listening comprehension". Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279645.
Testo completoKim, Dongkyoo. "An exploration of listening comprehension linked to authentic input and language learning strategies in a second language /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Testo completoZeeland, Hilde van. "Second language vocabulary knowledge in and from listening". Thesis, University of Nottingham, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659194.
Testo completoGomez-Starnes, Floyd. "Listening to the Voice of the Dual Language Principal". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843257.
Testo completoSchools in the United States have more students who are English learners (ELs) than at any point in recent decades. Academic performance for these students, as measured by standardized tests, falls below that of their native English-speaking peers and, on some measures, is not making the sorts of gains that other groups appear to be making. Of the various program delivery models for ELs found in schools in the U.S., dual language has received a great deal of attention and interest in recent years due to some impressive long-term student achievement results. There is a great deal of research regarding the effectiveness of dual language and practices that have been shown to support that effectiveness. However, there is little in the research focusing on the perspective of dual language principals and listening to their voices.
This qualitative study involving interviews of 15 elementary principals of dual language schools in the Eastern United States region was focused on understanding their experience as they contextualized best practices to meet the needs of their specific student population. The study drew on conceptual frameworks of transformative leadership theory, Fowler’s initiative implementation, and Cummins’s interdependence hypothesis.
Analysis of the interview data revealed that dual language principals frequently found themselves playing a balancing act between two groups of people within their school. Another finding was that the dual language principal’s responsibilities are more complex than those of their colleagues in more traditional elementary schools. It was also learned that dual language best practices are generally followed faithfully. The final finding was that, despite the extra complications, dual language principals find the rewards to be worth the extra effort. The study reveals that dual language programs offer a powerful vehicle for transformative leaders to build community across language and culture.
Implications for policy include recommendations for school systems to coordinate efforts to find qualified bilingual staff and appropriate bilingual materials. Future research is suggested to explore the perceptions that different language and cultural parent groups have about dual language. Several implications are outlined for practice, including creating meaningful and purposeful cross-cultural experiences for students and parents.
Kimura, Harumi. "A Self-Presentational Perspective on Foreign Language Listening Anxiety". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157205.
Testo completoEd.D.
This study uses a self-presentational framework to investigate second language listening anxiety (L2 listening anxiety) among university students learning English in Japan and demonstrate that L2 listening involves social concerns that are specific to L2 settings. Successful performance in aural interaction presupposes mutual understanding, and L2 listeners have good reason to become anxious when it is doubtful whether they properly comprehend what others say. The Shortened Scale of Foreign Language Listening Anxiety, the Revised Interaction Anxiousness Scale, the Penn State Worry Questionnaire as well as a dictation test were administered to 1,177 students in 15 universities for the quantitative part of this study. Introspection verbal report data were collected from 17 students in two universities to investigate the thought processes of L2 listeners for the qualitative part. The profile analysis indicated the following: L2 listening anxiety was (a) specific to L2 situations and (b) linked to L2 proficiency because high and low L2 listening proficiency groups were different in the overall levels of L2 listening anxiety, but not different in general anxiety measures. The exploratory factor analysis and Rasch principle component analyses demonstrated that L2 listening anxiety was a broad construct composed of two related but distinct dimensions, Self-Focused Apprehension and Task-Focused Apprehension. The former is a concern over social evaluative threat, and the latter is worry over effective processing of aural input. The univariate analyses of variance confirmed that L2 listening anxiety was partly socially constructed because social anxiety was linked to both dimensions of L2 listening anxiety. The verbal data suggested that L2 listening anxiety was receiver-specific in that it involved concerns over comprehending and responding appropriately to aural messages. They also indicated that the levels of L2 listening anxiety were (a) susceptible to individual differences, and (b) influenced by different social situations. This study contributes to conceptual developments in the area of L2 learner psychology because understanding others is of profound importance in successful communication, and anxiety over non-understanding or misunderstanding can have significant personal and interpersonal consequences.
Temple University--Theses
Kallin, Marianne. "¡Yo solamente quiero saber hablar español! : Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar español". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50818.
Testo completoKaple, Emily J. "IMPROVING SPANISH FOREIGN LANGUAGE LISTENING COMPREHENSION: AIDED BY PRONUNCIATION OR LISTENING PRACTICE?" Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196214325.
Testo completoCartaya, Jorge E. "Listening/Reading for Disremembered Voices: Additive Archival Representation and the Zong Massacre of 1781". FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3187.
Testo completoForder, Claire. "The student voice in models of language learning motivation : listening to secondary school students' experiences of foreign language learning". Thesis, University of Brighton, 2015. https://research.brighton.ac.uk/en/studentTheses/32f7194b-4609-43f3-a5c6-353642cf2b55.
Testo completoCarney, Nathaniel. "Diagnosing L2 English Learners’ Listening comprehension abilities with Scripted and Unscripted Listening Texts". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/529140.
Testo completoPh.D.
L2 listening research has moved toward a focus on understanding the process of listening. However, there are still few detailed studies of L2 listening that reveal learners’ comprehension processes when listening to scripted and unscripted listening texts. Studies in which such processing has been discussed have lacked detailed diagnoses of how bottom-up and top-down processing interactively affect listeners’ comprehension. This study was designed to show how listeners’ process and comprehend texts, with a focus on how their bottom-up and top-down processing either assist or impede their comprehension. In this study, a group of 30 L1 Japanese university English language learners’ listening abilities were diagnosed. The 30 participants were at three listening proficiency levels—high, mid, and low—based on TOEIC listening proficiency scores. The diagnostic procedure involved participants listening to two scripted and two unscripted listening texts and then reporting what they comprehended through three tasks—L1 oral recalls, L2 repetitions, and verbal reports. Other data was also collected in the study to relate the comprehension of listening texts to other important listening-related variables including listening proficiency, lexical knowledge, listening anxiety, study abroad experience, short-term phonological memory, and working memory. The main finding of the study was that miscomprehension of listening texts was invariably multi-causal, with a combination of both bottom-up and top-down factors leading to comprehension difficulty. Although not a new finding, the study offered more detail than current research about how bottom-up and top-down processing occur interactively. Regarding the overall difficulty of the listening texts, unscripted texts were more difficult to comprehend than scripted texts, and high-proficiency participants had fewer listening difficulties overall than mid- and low-proficiency participants. Quantitative and qualitative results revealed common processing difficulties among all participants due to L1-related phonological decoding issues (e.g., /l/ vs. /r/), connected speech, unknown lexis, and a lack of familiarity with unscripted speech hesitation phenomena (e.g., um, like). Qualitative transcript examples showed how top-down knowledge influenced misinterpretations of words and phrases interactively with bottom-up information, making inaccurate understandings of listening difficult to overcome. In addition to revealing participants’ difficulties and the severity of their comprehension difficulties, the diagnostic procedure showed common strengths—key words and phrases understood well by participants. High-frequency vocabulary and shorter utterances were both shown to be comprehended well. Finally, quantitative results in the study revealed relationships of participants’ listening comprehension with other important listening related variables. Listening proficiency and listening anxiety had strong relationships with listening comprehension of the listening texts. Working memory and short-term phonological memory had no relationship with listening text comprehension. Finally, study abroad experience showed a relationship with comprehension, but with many caveats, and listening vocabulary knowledge was not related with comprehension, but again, with numerous caveats to consider. Based on the results, theoretical and pedagogical implications were posed. Theoretical implications from the study relate to the understanding of four concerns in L2 listening research. Mainly, data in the study will aid researchers’ understanding of how L2 English listeners process speech interactively (i.e., with bottom-up and top-down information) for comprehension, how L2 English listeners experience connected speech, how L2 listeners deal with unknown lexis, and how L2 listeners experience difficulties with features of unscripted speech. Pedagogical implications of the study include the need for increased teacher and learner awareness of the complexity of L2 listening, the need to have learners to track their own listening development, and the need for teachers to expose learners to unscripted listening texts and make them familiar with features of unscripted speech. Finally, suggestions for further research are posed, including conducting diagnostics assessments of L2 listening with listeners of different L1s and with more varied proficiency levels, using different diagnostic procedures to examine L2 listening comprehension, and using more instruments to understand listening-related variables’ relationships with L2 listening comprehension.
Temple University--Theses
Loan, Nguyen Kim, e n/a. "Listening comprehension tests for intermediate students at Hanoi Foreign Languages College". University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.141820.
Testo completoKim, Joo-hae. "Foreign language listening anxiety : a study of Korean students learning English /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004305.
Testo completoRIBEIRO, LUIZA NOVAES TELLES. "LISTENING TO THE INARTICULATE LANGUAGE IN THE WORK OF GUIMARÃES ROSA". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34260@1.
Testo completoCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
A tese se dedica à escrita de Guimarães Rosa sob a perspectiva da inarticulação: atenta às ocasiões em que a língua é levada a seu limite intensivo, ao se deixar atravessar sobretudo por vozes animais (grunhir, uivar, grasnar, piar, balir, sibilar, chiar, etc.), ruídos naturais (vento, água, fogo, etc.) e pelo registro musical. Explorando os modos singulares com que Rosa trabalha sonoridades investidas de forças anárquicas e criadoras, o estudo mostra que um dos traços mais relevantes em sua obra é trazer à tona a experiência de inarticulação da linguagem. Tal experiência manifesta-se como lugar privilegiado de desestabilização das fronteiras habitualmente pressupostas entre o que se convencionou chamar, de um lado e de outro, língua e vida - revelando o corpo material da língua como condição irredutível para que se descortinem vínculos intensivos com as coisas através da literatura. O pensamento contido na própria forma como Rosa trabalha a sua língua é posto em diálogo com as reflexões de Gilles Deleuze/Felix Guattari sobre a língua intensiva, e com as considerações de Friedrich Nietzsche acerca da experiência dionisíaca da música. Assim orientada, a tese se compõe de três ensaios. O primeiro aborda a inarticulação da língua na novela Buriti, de Corpo de Baile, em leitura centrada na personagem Chefe Zequiel e nos modos pelos quais sua sensibilidade auditiva prodigiosa capta micro-percepções sonoras da noite e as transfere para uma língua à beira de se tornar guincho, uivo, assovio do vento. O ensaio seguinte mostra o paralelo existente entre o retorno do ruído na música contemporânea, capitaneado pelo músico John Cage, e a invasão da escrita pela infinita gama de sonoridades não dicionarizadas de que se compõe a obra de Guimarães Rosa. Elabora-se ainda, em correlação com a analogia musical aí desenvolvida, uma interpretação da pouco comentada novela A estória do homem do Pinguelo, de Estas Estórias. Por fim, o terceiro ensaio apresenta a aliança entre poesia, música e inarticulação da língua no cerne do projeto literário do escritor mineiro. Oferece-se aí uma visão do processo criativo de Guimarães Rosa como transmutação de forças e afectos presentes nos sons antes da articulação, em uma língua poética em íntimo enlace com a musicalidade. Também se propõem, nessa ocasião, leituras de Cara-de- Bronze, de Corpo de Baile, e de Duelo, de Sagarana.
The present thesis approaches the writing of Guimarães Rosa from the perspective of the inarticulate. It attends to those occasions in which his writing takes language to its intensive limit, at which it incorporates animal noises (grunting, howling, cawing, chirping, bleating, hissing, wheezing), natural sounds (wind, water, fire, etc.), and the musical register. Exploring the singular manner in which Rosa cultivates sonorities invested with anarchical and creative forces, the study shows that one of the most striking aspects of his work is the way it gives voice to the experience of the inarticulate within language. Such an experience manifests itself as a privileged site of destabilization of the traditional frontiers between what is conventionally called language and what is called life. This serves to reveal the material body of language as an irreducible condition for the creation of an intensive connection with life through literature. Rosa s thinking, as it is presented through his writing, is also put into dialogue with Gilles Deleuze s and Felix Guattari s notion of the intensive language and Friedrich Nietzsche s account of the Dionysian experience of music. The thesis consists of three chapters. The first approaches the inarticulate in the novella Buriti, from Corpo de Baile. It focusses on the character Chief Zequiel, who possesses a prodigious auditory sensitivity that allows him to perceive very slight, night-time sounds and convert them into a language that borders on squealing, howling, the whispering of the wind. The following chapter draws parallels between the reintroduction of noise into contemporary music by John Cage in particular and the intrusion of a multitude of non-lexicographic sonorities into Rosa s writing. This musical analogy is also intertwined with an interpretation of the neglected novella, A estória do homem do Pinguelo, from Estas Estórias. The third and final chapter discusses the alliance between poetry, music and inarticulate language at the heart of Rosa s literary oeuvre. It regards his creative process as a transmutation of the pre-articulate forces and affects present in sounds into a poetic language that is intimately intertwined with musicality. Finally, it proposes a reading of Cara-de-bronze from Corpo de Baile and Duelo from Sagarana.
Ta, Thi Thanh Hoa. "Towards student engagement in listening to the target language beyond classroom". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51587/.
Testo completoJohansson, Christina. "Learning to Learn : Multiple intelligences in the language classroom". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32042.
Testo completoHiggins, Janet M. D. "Facilitating listening in second language classrooms through the manipulation of temporal variables". Thesis, University of Kent, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282589.
Testo completoPope, Derwin Brent. "Predictors of acquisition of Russian language listening skills by army intelligence specialists". Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39863.
Testo completoHong, Tia-Ying. "Curriculum design for strategy-based listening in English as a foreign language". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1461.
Testo completoMaciá, Fábrega Josep. "Natural language and formal languages". Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10348.
Testo completoEiben, Robert Joseph. "Understanding Dead Languages". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32798.
Testo completoMaster of Arts
Lacroix, Fanny. "The impact of same-language subtitling on student comprehension in an English as an Additional Language (EAL) context / Fanny Lacroix". Thesis, North-West University, 2012. http://hdl.handle.net/10394/10288.
Testo completoMA, Language Practice, North-West University, Vaal Triangle Campus, 2012
Cabrera, Hector Mauricio. "Elaboration and simplification of listening texts : evidence from a qualitative study of college students /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455954.
Testo completoOsada, Nobuko. "The effects of silent pauses on listening comprehension : a case of Japanese learners of English as a foreign language /". Electronic version of summary Electronic version of examination, 2002. http://www.wul.waseda.ac.jp/gakui/gaiyo/3494.pdf.
Testo completoKim, Joong-Won Education Faculty of Arts & Social Sciences UNSW. "Second language English listening comprehension using different presentations of pictures and video cues". Awarded by:University of New South Wales. School of Education, 2003. http://handle.unsw.edu.au/1959.4/19065.
Testo completoMcInnes, Alison Jean. "Listening comprehension abilities in children with attention deficit hyperactivity disorder and language impairment". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58992.pdf.
Testo completoTantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.
Testo completoAlvarez, Alexandra Guerra. ""A Listening Child." The Language Life History of an American of Mexican Descent". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4820.
Testo completo