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Bibliografias temáticas / Second language / Teses / dissertações

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Teses / dissertações sobre o tema "Second language"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

Chalmers, James. "How stable is second language aptitude? Effects of second language learning and language analysis training on second language aptitude test scores." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376507.

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While second language (L2) aptitude has traditionally been considered a stable individual factor in SLA, more recent research and theory has questioned this assumption (Singleton, 2017). If L2 aptitude is stable, then the implication is that this set of cognitive abilities are genetic in origin and/or limited (Skehan, 1998). On the other hand, if L2 aptitude is not stable and is sensitive to experience, then it suggests that whatever constitutes L2 aptitude can be taught to make initial L2 learning easier and faster. While more recent studies have found that the L2 learning experience itself s

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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

Muramatsu, Chie. "Portraits of second language learners: agency, identities, and second language learning." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4885.

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This study is a qualitative examination of second language (L2) learning processes by four advanced learners of Japanese in the community of a summer intensive full-immersion program in the United States. Using L2 socialization theory as a theoretical framework, this study conceives of L2 learning as a process of social participation in a community of practice and examines L2 learning processes by four learners, focusing on the dynamic interplay between the affordances of the social community and the agency of the individu

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4

McGarry, Theresa. "Language Ideology and Second Language Learning." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.

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5

Woodall, Billy Ray. "Language-switching in second language writing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7545.

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6

Ghafarsamar, Reza. "Aspects of second language speech, a variationist perspective on second language acquisition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ57041.pdf.

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7

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.<br>"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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8

Slocum, Sheryl. "First language status and second language writing." Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564644.

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<p> In spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and commun

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9

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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10

Brosbois, Judith E. "Do first language writing and second language reading equal second language reading comprehension? : an assessment dilemma." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239363586.

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11

Brisbois, Judith E. "Do first language writing and second language reading equal second language reading comprehension? : an assessment dilemma /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu148777503417765.

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12

Shei, Chi-Chiang. "Combining 'translation into the second language' and 'second language learning' : an integrated computational approach." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27373.

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This thesis explores the area where translation and language learning intersects. However, this intersection is not one in the traditional sense of second language teaching: where translation is used as a means for learning a foreign language. This thesis treats translating into the foreign language as a separate entity, one that is as important as learning the foreign language itself. Thus the discussion in this thesis is especially relevant to an academic institution which contemplates training foreign language learners who can perform translation into the foreign language at a professional

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13

Katz, Eynat. "The role of second language proficiency in the development of second language reading efficiency." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0018/MQ28713.pdf.

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14

Tuniyan, Elina. "Second language acquisition of definiteness : a feature-based contrastive approach to second language learnability." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/421841/.

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The main goal of this thesis is to investigate learnability and development in the second language (L2) acquisition of syntax-semantics mismatches. Specifically, this thesis examines the acquisition of definiteness and its expression through articles in L2 English by native speakers (L1) of article-less Mandarin Chinese and Russian. Difficulties in the acquisition of the English article system have been widely attested in L2 acquisition research. In particular, it has been suggested that L2 learners from article-less languages assign inappropriate meanings to the English articles the and a (Io

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15

Doering, Lynda. "Language learning strategies of younger second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58027.pdf.

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16

Prévost, Philippe. "Truncation in second language acquisition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44557.pdf.

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17

Prévost, Philippe 1966. "Truncation in second language acquisition." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34766.

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In this thesis, I argue that early child second language (L2) grammars allow truncation, on a par with proposals by Rizzi (1993/1994) and Haegeman (1995) for first language (L1) acquisition. This account (the Truncation Hypothesis) holds that Rizzi's (1994) Root Principle, according to which root declaratives are CPs, is initially underspecified in L2 systems (for processing reasons). This means that the root of main declaratives will not systematically be CP. Instead, different types of roots should be projected, such as CP, IP or VP, with VP underlying root infinitives. If one further assume

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18

Gunn, Cindy L. "Exploring second language communicative competence." Thesis, University of Bath, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392066.

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19

Lacerda, Adriana Campbell Santos de. "Teenagers'motivation in second language acquisition." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/95741.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011<br>Made available in DSpace on 2012-10-26T05:30:55Z (GMT). No. of bitstreams: 1 298672.pdf: 494099 bytes, checksum: e9d2e3ac265a053f38d186d6a33488e1 (MD5)<br>Considerando que a motivação é um fator de grande importância no processo de aquisição de uma segunda língua/língua estrangeira por gerar interesse em iniciar a aprendizagem da mesma e também por mantê-la durante todo o processo (Dornyei, 2005), o ob

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20

Crerand, Mary E. Lavin. "From first language literacy to second language oracy to second language literacy : the act of writing in a foreign language context." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239369687.

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21

Alang, Jaapar. "The effect of language contact and language use on second language competence and language attitude." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296186.

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22

Richard, Erin. "Individual differences and second language acquisition among low-income preschoolers." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2957.

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Thesis (M.A.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Jan. 21, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 65. Includes bibliographical references (p. 58-64). Also available in print.

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23

Guillory, Helen E. (Helen Elizabeth). "Computer Applications to Second Language Acquisition." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.

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This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discu

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24

Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.

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25

Wright, Anthony David. "Critical moments in the second language classroom : towards an understanding of second language classroom culture." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333857.

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26

Li, Mingyue. "An investigation into the differential effects of subtitles (first language, second language, and bilingual) on second language vocabulary acquisition." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22013.

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Video recordings can be subtitled in three ways: with first language (L1) subtitles, with second language (L2) subtitles, or with first language plus second language (bilingual or L1+L2) subtitles. The first two types of subtitles are widely discussed in previous research with regard to how they affect language learning. However, the effects of bilingual subtitles have not been widely studied. This study aims to examine the pedagogical effects of bilingual subtitles on vocabulary acquisition in the L2 classroom. A seven-week quasi-experimental study was conducted with four English-major classe

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27

Ducharme, Daphne Ann. "Second language retention: Language use as a contributing factor." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9465.

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Using data collected by Wesche (1992), this study examines the effect of the use of French as a second language on the performance of subjects in receptive skills (listening and reading comprehension) and productive skills (speaking and writing). Language use is presented as one of three major factors (together with the initial level of proficiency, and the role of motivation) reported from earlier research (Harley, 1994) as relevant to the maintenance of language skills. Results of earlier investigations (Bahrick, 1984; Clark & Jorden, 1984) have already shown that the level of proficiency ma

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28

Berlin, Andreas, and Kajsa Hammarström. "First Language Use in Second and Foreign Language Teaching." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125620.

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The Swedish curriculum for the subject English in upper secondary school clearly states the English should be used“as far as possible” in the classroom. However, the possible amount of first language usage is never mentioned. Thisfact piqued our interest for investigating how much, if any, first language use is beneficial for learning a newlanguage. For this reason, we decided to pose our research questions as follows: What are the different views on theusage of the L1 in an L2 and foreign-language classroom according to the teachers and learners? What has been saidabout only target language u

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29

Kitao, S. Kathleen. "Reading, schema theory, and second language learners." Tokyo : Eichosha Shinsha, 1989. http://books.google.com/books?id=Kj5iAAAAMAAJ.

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30

Choi, Myong Hee. "The acquisition of wh-in-situ constructions in second language acquisition." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899150/viewonline.

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31

Ojeda, Fernando Arturo. "The role of word games in second-language acquisition second-language pedagogy, motivation, and ludic tasks /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0003980.

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32

Frohm, Therese. "Does more target language use by the teacher encourage more target language use by the students?" Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4226.

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<p>The aim of this study was to investigate how the target language is used in the foreign language classroom and how different teachers combine the target language and the first language in their teaching. The study was conducted in three different Swedish schools at different levels: one at the intermediate level; one at the secondary level; and two at the upper secondary level. The teachers were observed during class and interviewed. In addition to this, the students answered a questionnaire about their own and their teacher's use of the target language.</p><p>The results showed that the te

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33

Schmitt, Melanie. "Studies in second fronting." Thesis restricted. Connect to e-thesis to view abstract. Move to record for print copy, 2008. http://theses.gla.ac.uk/591/.

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Thesis (MPhil(R)) - University of Glasgow, 2008.<br>MPhil(R) thesis submitted to the Faculty of Arts, Department of English Language, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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34

Heinonen, Elisabeth. "Writing in English as a Second Language." Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-834.

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<p>The aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language. </p><p>Throught the course of my research I have come to understand how important it is to choose subjects which inspire all pupils to write. They should also have the opportunit

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35

Brennan, Kerry Anne. "Second Language Anxiety and Task Complexity." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400946.

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Throughout history there has been tremendous debate about what comprises the best methods and approaches to foreign or second language (L2) teaching and learning, without any decisive universal conclusions. Since the 1980s, however, task-based approaches to language teaching have offered what theoretically appears to be the most efficient option for adapting to the plethora of learner needs that may affect second language acquisition (SLA). Task-based syllabi have been based on the premise that task design should initiate from the learners’ ‘needs- analysis’ of which ‘real-life’ tasks are the

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36

Malerba, Candilio Maria Luisa. "Social Networking in Second Language Learning." Doctoral thesis, Universitat Oberta de Catalunya, 2015. http://hdl.handle.net/10803/565551.

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Aquesta tesi se centra en l'aprenentatge informal d'una segona llengua en comunitats en línia com Livemocha i Busuu. Els objectius són: (1) analitzar el potencial de les comunitats en línia per a aconseguir resultats d'aprenentatge a llarg termini; (2) examinar les accions dels estudiants mentre construeixen oportunitats d'ús de la segona llengua en aquests entorns, i (3) explorar les potencialitats i les limitacions de les eines de les comunitats en línia. Amb la finalitat d'assolir aquests objectius, l'estudi, que s'inscriu en el marc teòric de la perspectiva sociocultural i de la teoria de

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37

Matsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.

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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external c

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38

Oviedo, Kerry Thomson. "The second language learner and pronunciation." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/22508.

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Resumo: O presente estudo investiga a problemática das diferenças de precisão da pronúncia em estudantes que estudam inglês como segunda língua. Este tema foi considerado no contexto geral da aprendizagem de uma segunda língua. A pesquisa abrange um estudo bibliográfico de um modelo de aprendizagem de uma segunda língua e vários estudos teóricos e experimentais de fatores que influem na aprendizagem da pronúncia. O estudo das fontes citadas indica que: 1. Todo o aprendizando em condições fisiológicas normais tem a habilidade inata de aprender a pronúncia de uma segunda língua; 2. Esta habilida

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39

McCormick, David Clement. "Linguistic theory and second language teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/MQ29164.pdf.

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40

Yigitoglu, Nur. "Exploring Second Language Writing Teacher Cognition." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/17.

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Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research focuses on the teaching of grammar (e.g. Phipps & Borg, 2009), L2 writing teacher cognition has received considerably less attention. It has, however, been suggested that L2 writing teachers’ perceptions of themselves as writers (Casanave, 2004) and as language learners may play a crucial role in their decision making as teachers of L2 writing. In an attempt to address this gap in the L2 teacher cognition literature, this study inve

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41

McCarthy, Corrine Lee. "Morphological variability in second language Spanish." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102837.

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Research on morphological variability in second language (L2) acquisition has focused on the syntactic consequences of variability: that is, whether or not morphological variability entails underlying syntactic deficits. The interrelationship between morphological features in their own right has been largely ignored. This thesis addresses the representation of L2 features by investigating the use of default morphology---the outcome of systematic substitution errors employed by speakers of L2 Spanish. It is hypothesized that underspecified features act as defaults; by assumption, those features

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42

King, James Edward. "Silence in the second language classroom." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13498/.

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This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme (COPS) was specially developed for the task. A total of 48 hours of data was collected using a minute-b

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Schuwerk, Timothy Andrew. "MORPHEME ACQUISITION IN SECOND LANGUAGE LEARNERS." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4451.

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This study explored morpheme acquisition in learners of English as a Second Language (ESL). Specifically, it looked at the development of eight selected individuals from Korea over the course of an intensive 8-week instruction program and tracked their acquisition of three specific English morphemes: indefinite articles used with singular count nouns, progressive -ing forms, and third person -s markers. The individuals were given an assessment test to place them at the correct level within the program prior to their selection for the study. The participants provided four sets of data in the fo

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Medina, Erica. "Individual Differences in Second Language Acquisition." Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871585.

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<p> Second language acquisition can be defined as the process in which language learning occurs through the formal study of rules, patterns, and conventions which enable one to talk about and consciously or unconsciously apply the knowledge gained. Individual differences, along with linguistic input, play a key part in the process of second language acquisition. Studies such as the VILLA Project focus on the exposure conditions and the content of the input leading to initial contact in the process of second language acquisition. Participants’ individual differences in the categories of m

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45

Ionin, Tania. "Article semantics in second language acquisition." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/7963.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2003.<br>Includes bibliographical references (p. 311-318).<br>This thesis examines article choice and parameter-setting in second language (L2) acquisition. It argues, on the basis of L2-English elicitation and production data, that L2- learners have access to UG-based semantic distinctions governing article choice, but do not know which distinction is appropriate for English. A Fluctuation Hypothesis (FH) is proposed, according to which L2-learners fluctuate between different parameter settings unti

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46

Möbius, Peter. "Working memory and second language comprehension." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621230.

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47

Jordan, Geoffrey. "Theory construction in second language acquisition." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020474/.

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Whereas ten years ago most SLA researchers assumed a rationalist, "scientific" approach to theory construction, recently, growing numbers have adopted relativist positions that strongly criticise the methods, and authority of the rationalist/empiricist paradigm. Apart from the problem of research methodology, other problems make progress in the construction of a theory of SLA difficult: the proliferation of theories, contradictions among them, and, most important of all, confusion about the domain and objectives of a theory of SLA. This thesis addresses the problems outlined above by returning

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48

Klein-Wohl, Esther. "Second language reading and distance education." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020226/.

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This thesis is essentially concerned with two main issues: reading and distance education (DE). The purpose of the study is to devise a feasible teaching/learning model for second language (L2) reading instruction for academic purposes to adult learners studying in a distance delivery system. The proposed Model is derived from a conceptual analysis of the research in reading and in DE. We examine the theoretical principles of reading as a context of language use and of DE as a context of language instruction in order to identify the favourable elements of distance learning that render L2 readi

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Dupuy, Ludivine. "Pragmatic Abilities and Second Language Learning." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2133.

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L’objectif de ce travail de thèse était d’étudier les capacités pragmatiques universelles des adultes apprenant une langue seconde et l’impact de cet apprentissage sur la maîtrise de l’aspect communicatif du langage. Une première étude a montré la capacité des apprenants à produire des inférences scalaires, un cas prototypique d’enrichissement pragmatique d’une forme logique, mais pas d’impact de l’apprentissage des langues sur les capacités pragmatiques. Un effet lié à la nécessité d’utiliser deux langues a néanmoins été observé. Une seconde étude, sur les scalaires enchâssées, a montré que l

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Cox, Ethan Andrew. "Second language perception of accented speech." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/282887.

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The present study addresses a core issue in the study of speech perception, the question of how stable phonological representations are accessed from an inherently variable speech signal. In particular, the research investigates the perception of accented English speech by native and non-native listeners. It is known from previous research that foreign-accented speech is harder for native listeners to process than native-accented speech. The reason for this lies in not only qualities of the input (deviation from native production norms, for example) but also in qualities of the listener. Speci

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