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Rozprawy doktorskie na temat „L1 (First Language)”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Omran, Samer Abdulaziz. "Investigating the role of the first language (L1) in second language (L2) coursebooks." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576657.

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This research investigates the role of the first language (L 1) in second language (L2) self- study coursebooks. It starts by highlighting the lack of this research into this topic in the general study of SLA. For this purpose it reminds the reader with the areas where Ll has been referred to in the general study of SLA to be distinguished from this current research. To identify the role of the Ll, it asks if there are consistent patterns of Ll function in L2 coursebooks and if it is possible to categorise and validate them, and then it asks if people involved in L2 teaching are aware of these

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Risner, Kevin. "A First Language in Second Language Writing." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.

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Chong, Jae Im. "FIRST LANGUAGE ATTRITION IN KOREAN-ENGLISH BILINGUAL TEENAGERS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/646.

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This thesis is based upon a longitudinal study of L1 attrition in two bilingual teenage siblings, J and her older brother S, with Korean as their L1 and English as their L2. The two teenagers' initial exposure to English occurred at the age of 9. When the two siblings began to have sustained exposure to and immersion in an English L2 environment, they were at the postpubertal age. They had been attending high school in a Mid-Western city in the U.S for about two years when the study was conducted. The longitudinal study addressed three main questions. The first question concerned the siblings

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Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.

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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language c

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Brien, Christie. "Neurophysiological Evidence of a Second Language Influencing Lexical Ambiguity Resolution in the First Language." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26223.

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The main objective of this dissertation is to investigate the effects of acquiring a second language (L2) at later periods of language development and native-like homonym processing in the first language (L1) from the perspective of Event-Related brain Potentials (ERP) using a cross-modal lexical decision task. To date, there is a lack of neurophysiological investigations into the effect that acquiring an L2 can have on processing strategies in the L1, and whether or not there is a precise age at which L2 exposure no longer affects native-like language processing. As such, my goal is to pinpoi

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Neokleous, Theoni. "The L1 acquisition of clitic placement in Cypriot Greek." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/247208.

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This thesis investigates the first language acquisition (L1A) of pronominal object clitics in Cypriot Greek (CG) by typically developing (TD) children, focusing on an exceptional form of non–adult–like clitic placement attested in early data. The aim of the present study is twofold. On the one hand, it aims to sketch the developmental stages in the course of L1A of CG in relation to other clitic languages. On the other, it investigates whether and to what extent syntactic (Agouraki 2001, Terzi 1999a, 1999b), prosodic (Condoravdi and Kiparsky 2001) and interface approaches (Mavrogiorgos 2012, R

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Nguyen-Hoan, Minh Psychology Faculty of Science UNSW. "The impact of a subordinate first language on second language processing in adult bilinguals." Publisher:University of New South Wales. Psychology, 2008. http://handle.unsw.edu.au/1959.4/41256.

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The present body of research examined adult bilinguals who acquired a second language (L2) from an early age and who subsequently developed language dominance in that language. The question investigated is whether such "early L2-dominant bilinguals" attain a native level of proficiency in their second language. This possibility was explored by comparing bilinguals who had Cantonese L1 (logographic, morphosyllabic), Vietnamese L1 (alphabetic, morphosyllabic) or some "Other" L1 (alphabetic, non-morphosyllabic) to English monolinguals on various tasks in English (L2). The ability to process spoke

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Schoofs, Petra. "The mutual influence of the first and second languages in German and English L1 speakers in second language environments." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/1883.

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The overall research question was whether the L2 in a multicompetent dynamic language system would become faster and more readily accessible to the speaker than his/her L1 after the speaker had lived in L2 environments for a number of years. The participants consisted of two test groups (German L1 speakers in the UK, and English L1 speakers in German speaking Switzerland) and three control groups (monolingual German speakers in Germany with no English, monolingual Swiss German speakers in Switzerland with no English1, and monolingual English speakers in the UK with neither Swiss German nor Sta

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Adcock, Louisa. "First language education provisions in a second language environment : the effects of learning L1 English as an L2 in Catalonia, Spain." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67950/.

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In Catalonia, Spain, native English-speaking children attending state schools are not provided with native language classes, and consequently continue to develop their native language in English as a Foreign Language (EFL) classes. This poses the question: how is a child’s first language (L1) affected if taught as a second language (L2)? This research examines the effects of language provision on the acquisition of the L1, with a hypothesis that one of the key factors in this process could be the teaching of L1 as an L2. To examine the effects of the variability in L1 teaching provisions, this

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Grabitzky, Vera Katharina. "Vulnerable language areas in attriting L1 German : testing the interface hypothesis and structural overlap hypothesis." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1328.

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Linguists studying language acquisition often assume that once a first language is fully acquired, its mental linguistic representation remains constant and stable. Observations of native language attrition due to the influence of a dominant second language have led researchers to rethink the nature of the first language and consider the possibility that the mental representation of our first language may not be completely stable. The purpose of this dissertation is to investigate specific areas of the first language that may be particularly vulnerable to L1 attrition if exposed to a dominant

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Alasfour, Aisha Saud. "Grammatical Errors by Arabic ESL Students| An Investigation of L1 Transfer through Error Analysis." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826886.

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<p> This study investigated the effect of first language (L1) transfer on Arabic ESL learners’ acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students’ errors predicted by CA. </p><p> Students in this study made L1 errors along with other errors. Although no statis

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Memon, Shumaila. "Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576434.

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This study investigated the relationship between reading attitudes in L1 and in L2 of learners in Pakistan. It also investigated the differences between reading attitudes of learners from different home backgrounds, rural and urban. The participants of the study had Sindhi as their L1 and English as their L2. They came from rural (n=186) and urban (n=202) parts of Sindh. The study employed a mixed methods approach. It collected data through a questionnaire, and semi-structured interviews. The questionnaire collected information on four reading attitude variables: self perception as a reader, u

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Yamashita, Junko. "Reading in a first and a foreign language : a study of reading comprehension in Japanese (the L1) and English (the L2)." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302390.

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Nääs, Anna. "Teachers’ Choice of Instructional Language in the English as a Foreign Language Classroom : A literature review on teachers’ use of first language and target language in the EFL classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30810.

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There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to sav

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Foger, Tani. "The effects of partial Hebrew language immersion in pre-school on English (L1) and Hebrew (L2) reading skills in first grade /." Ann Arbor, MI : University Microfilms, 2006. http://proquest.umi.com/dissertations/preview/3222421.

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Moberg, Emilia. "Swedish Versus English : A Survey Study of Swedish Upper Secondary Students’ and Teachers’ Attitudes Toward L1 Use in the EFL Classroom." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35878.

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Whether there is a place for L1 use in the EFL classroom or not is a debated topic. Lately, a slight shift from an English-only approach toward a more accepting attitude toward L1 use can be seen. Additionally, teaching should “as far as possible” be conducted in English, according to the National Agency of Education, Skolverket (2011, p. 53). Therefore, the aim of this study is to investigate upper secondary students’ and teachers’ attitudes toward L1 use in the EFL classroom in a Swedish context. Moreover, this study will aim to examine any potential connections between attitudes and societa

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Berne, Livia. "“I’ll take it first in English and then in Swedish” - A Study Regarding Teachers’ Language Use in English Class." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30598.

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This study sets out to examine the teacher perspective of the use of Swedish and English during English teaching in year 4. Whether the first language, in this case Swedish, should be included is a much debated questions, and, there is no unanimous answer. On the one hand, scholars promote the sole use of the target language in the classroom and argue that such an approach would result in the students communicating more in English. On the other hand, the first language, in this context Swedish, is seen as a resource which can aid language learning. In addition, there appear to be a gap between

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Renner, Anna. "L1 transfer effects in L2 grammatical gender processing of late bilinguals." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät II, 2014. http://dx.doi.org/10.18452/16952.

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Diese Dissertation untersucht Transfereffekte aus der Muttersprache (L1) in der Verarbeitung von grammatischem Genus in der Zweitsprache (L2) bei Spätbilingualen. „Spätbilinguale“ lernen eine Zweitsprache nach der Kindheit, im Gegensatz zu „Frühbilingualen“. Forschungsergebnisse zeigten, dass der L2-Erwerb nach der Kindheit weniger erfolgreich ist als während der Kindheit und dass einige Strukturen, wie z.B. grammatisches Genus, besonders stark von Alterseffekten beeinträchtigt sind. Eine Erklärung für L2-Verarbeitungsschwierigkeiten ist negativer L1-Transfer. Deshalb konzentriert sich diese D

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Hemsath, Dustin J. "Differences in Gesticulation: A Mixed-Methods Approach to Gesture Differences Between First- and Second-Language Speech Output Among Advanced-Level Spanish/English Bilinguals." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7426.

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Hand gestures during speech lighten the speaker's cognitive load, provide lexical access, augment the precision of memory, and identify when a speaker is ready to learn a new skill (Abner, Cooperrider, Goldin-Meadow, 2015). Much of the research that has discovered these purposes of gesture have focused on gestures produced during speech in the speaker's first language. Many researchers use these findings to argue for the same cognitive benefits of gesture in the second language, though only little research of gesture and second language speech has been done. The present study sought to fill th

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Klimanova, Liudmila. "Second language identity building through participation in internet-mediated environments: a critical perspective." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/5001.

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Using a data-driven qualitative approach and drawing from language socialization and communities of practice theories, this dissertation study examines the second language (L2) identity-building strategies of 22 American learners of Russian who engaged in a six-week telecollaborative project with Russian native speakers in two genres of Internet-mediated communication: in one-on-one interactions with an assigned native Russian speaking keypal and in selected virtual communities populated predominantly by native Russian speakers. The investigation of L2 identity enactment in Internet-mediated e

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Janssen, Sanchez Brianna. "The dynamics of social interaction in telecollaborative tandem exchanges." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1974.

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Using both quantitative and qualitative methods of inquiry, this dissertation study undertakes an exploration of the dynamics of the social interaction in discourse co-constructed by pairs of college students in telecollaborative tandem exchanges. Two groups of participants, Mexican learners of English as a foreign language and American learners of Spanish as a foreign language, participated in video-based telecollaborative tandem exchanges where they worked in pairs to discuss topics assigned by their instructors, communicating half the time in Spanish and half in English. According to the pr

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Ranjan, Rajiv. "Acquisition of ergative case in L2 Hindi-Urdu." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3168.

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This dissertation contributes to an ongoing debate on the types of linguistic features which can be acquired in a second language by looking at the multiple learning challenges related to the ergative case system (the appearance of –ne with the subject) in Hindi-Urdu by classroom learners. Some hypotheses in second language research hold that interpretable features (features which contribute semantic information) can be acquired in a second language, whereas uninterpretable features (features which express grammatical information) cannot be easily acquired, if ever. Additionally, hypotheses in

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Almalki, Hussain. "Acoustic Investigation of Production of Clusters by Saudi Second Language Learners of English." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1235.

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Production errors made by second language (L2) learners of English have been attributed to markedness, L1 transfer or input frequency (cf. Major, 2001; Edwards & Zampini, 2008; Baptista, Rauber, & Watkins, 2009). This thesis examines the production of 17 English initial consonant clusters (e.g., /pr/ in “pray”) in a markedness relationship, whereby clusters with greater sonority distance between the first and second consonants are unmarked and clusters with smaller sonority distance between the first and second consonants are marked, by two groups of Saudi Arabian L2 English learners. It also

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Stölten, Katrin. "The Effects of Age of Onset on VOT in L2 Aquisition and L1 Attrition : A Study of the Speech Production and Perception of Advanced Spanish-Swedish Bilinguals." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94887.

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This thesis explores the role of age in second language (L2) acquisition and first language (L1) attrition. The focus is on Voice Onset Time (VOT) in the production and categorical perception of word-initial L1 and L2 stops in highly advanced L1 Spanish learners of L2 Swedish. Using as the point of departure a maturational constraints perspective and the Critical Period Hypothesis (CPH), Study I examines the impact of age of onset (AO) of L2 acquisition on the production of L2 Swedish voiceless stops. The results show that there are AO effects even in the speech of highly advanced L2 learners

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Duberg, Emil. "Införlivandet av svenska ord i arabiska – hos en svensk-syrisk familj." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415163.

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During the last decade Arabic has become the second most common mother tongue in Sweden, so the relationship between Swedish and Arabic is a relatively new area of interest. The purpose of this study is to examine the incorporation of Swedish words into Arabic among Arabic speakers in Sweden. The primary source is an in-depth interview of three fluent speakers of Arabic and Swedish (with origins in Damascus, Syria). My aim was to examine which Swedish words are used in Arabic by Arabic speakers in Sweden and how they are used. Regarding which words are used, my hypothesis was that I would fi

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Rossi, Caroline. "L’expression du mouvement et son acquisition en français et en anglais : des premières formes aux premières constructions." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20081/document.

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Ce travail porte sur l’inscription de la notion extralinguistique de mouvement dans deux langues typologiquement différentes, et examine l’impact de ces différences sur les premiers développements langagiers. Les travaux récents sur la question montrent en effet qu’il existe des contraintes proprement linguistiques, en plus de contraintes générales liées à l’empreinte particulière qu’apporte la perception de l’espace et du mouvement à la cognition. Notre objectif est d’analyser la place de ces contraintes dans l’acquisition du langage, à partir de suivis longitudinaux d’enfants francophones et

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Viana, Manuela Maria Cyrino. "Libras e Português como L2: a escrita dos surdos nas redes sociais." Universidade Federal do Maranhão, 2017. http://tedebc.ufma.br:8080/jspui/handle/tede/1416.

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Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-17T17:43:00Z No. of bitstreams: 1 ManuelaViana.pdf: 2426723 bytes, checksum: 8d061fd93ee18a67fdaaf8669c1cdf9a (MD5)<br>Made available in DSpace on 2017-05-17T17:43:00Z (GMT). No. of bitstreams: 1 ManuelaViana.pdf: 2426723 bytes, checksum: 8d061fd93ee18a67fdaaf8669c1cdf9a (MD5) Previous issue date: 2017-04-24<br>The paper shows the analysis writing result in Portuguese as Second Language, performed by the deaf in Brazilian sign language as First Language in networks. The aim was to analyse the verb usage in Portuguese phrasal wri

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Judd, Syringa Joanah. "Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7502.

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This study explored the impact of the importation of expatriate English teachers on the morale of the Malaysian English teachers and attempted to identify the perceptions of Malaysian English teachers, expatriate native English-speaking teachers (NESTs), and expatriate nonnative English-speaking teachers (nonNESTs) regarding the practices that are prevalent in Malaysia in areas such as hiring, remuneration, and benefits. An initial questionnaire was completed by the participants to ensure that they fit the target demographic profiled. Then, a semi-structured interview was conducted as a follow

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Ritucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.

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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf. Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fra

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Zdorenko, Tatiana. "Constructions in child second language acquisition: exploring the role of first language and usage." Phd thesis, 2011. http://hdl.handle.net/10048/1709.

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This thesis examined the factors of L1, input frequency and emergent productivity in child L2 acquisition. This thesis is the first study to look at the interplay of L1 and usage factors in children learning a L2. The focus of the thesis was an investigation of these factors in the acquisition of article and auxiliary systems of English, which have been proven to be problematic areas for both L1 and L2 learners. While accounts of L1 transfer in L2 are better developed in generative theory, the roles of input frequency and emergent productivity are better developed in constructivist theory. The

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Masenya, Malesela Jan. "An alternative approach to the teaching and learning of Northern Sotho first language (L1)." Thesis, 2014. http://hdl.handle.net/10210/9618.

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M.Ed.<br>The point of departure in this research is that the teaching and learning of Northern Sotho (Ll) as a mother tongue or first language to its speakers should be on the same footi.ng with the teaching and learning of any other mother tongue elsewhere in the world. While universal principles of first language (Ll) instruction are followed, they should be adapted to suit Northern Sotho as a separate language. This is necessary because of the unique nature of Northern Sotho and the language's position viz a viz its speakers. The following problems are at present experienced teaching and le

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Lathy, Heidi Lisa Ireland. "An assessment of reading in first language (L1) and second language (L2) learners who experience barriers to learning." Thesis, 2008. http://hdl.handle.net/10539/4890.

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Not many studies exist in the literature on reading in South Africa which examine the differences between the reading performance of first (L1) and second (L2) language English speaking learners, particularly those who experience barriers to learning. Using archival material from the Education Clinic of the University of the Witwatersrand, this study compared the results on the Stanford Diagnostic Reading Test (Brown Level) for a group of 43 high school L1 (20) and L2 (23) learners identified as experiencing barriers to learning. In line with international research on reading difficulti

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Ardura, Diego. "The Definite Article System in L1-English L2-Spanish Learners." 2014. https://scholarworks.umass.edu/theses/1169.

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Previous studies on the acquisition of definite plurals in Child and Second Language Acquisition have found strong evidence on how transfer can affect the L2-acquisition of articles. Nevertheless, these studies presented some limitations. First, they failed to consider other variables that could interfere with transfer in the acquisition of the article system. And second, the methodology used to test the participants’ implicit knowledge of article system was very similar in all studies (Truth-Value Judgment Task). In order to fill these two gaps in the literature, the present study uses a list

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Krishnan, Khatpagam. "Reading and academic performance of first and second English language grade 8 learners." Thesis, 2009. http://hdl.handle.net/10539/6763.

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Ten years into a democratic South Africa, significant changes have been witnessed in economic, social, political and educational development. Changes in the education system have resulted in many of the learners being encouraged to attend English medium schools although this is not their L1. Hence, there has been an increase of learners learning to read in a language that is not their first language. The transition from their home language to the language of learning is often not easy and impacts on their academic proficiency as well as academic development. This study investigated Engli

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Xie, Mianmian. "First language maintenance and attrition among young Chinese adult immigrants a multi-case study /." Doctoral thesis, 2010. http://hdl.handle.net/10048/1070.

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Thesis (Ph.D.)--University of Alberta, 2010.<br>A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Elementary Education, University of Alberta. Title from pdf file main screen (viewed on April 29, 2010). Includes bibliographical references.

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Long, Susanne Ingeborg. "An intervention to develop English reading abilities of second language grade 9 learners." Thesis, 2008. http://hdl.handle.net/10539/4886.

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In support of educational equity, the White Paper 6 (Department of Education, 2001) states that every learner in South Africa has the right to pursue their learning potential to the best of their ability. The South African Schools Act of 1996 states that a school’s language policy may not exclude learners from different backgrounds. As a result, many English second language (L2) learners struggle to understand the learning material and perform poorly academically. Poor literacy and reading skills have been identified in the literature (for example Pretorius, 2005) as a significant cause for po

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Achten, Michael. "Die fehleranalytische Relevanz der prädominanten Spracherwerbshypothesen." Doctoral thesis, 2006. http://hdl.handle.net/11858/00-1735-0000-0006-AECC-B.

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Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.

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In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to t

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