The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

In the context of language use of Romanian migrants living in Canada, this thesis examines the linguistic changes and the contributing social, personal, and affective factors involved in the maintenance of a migrant’s first language (L1) as she or he simultaneously acquires a second language (L2) in an L2-dominant environment. Specifically, it investigates the incidence of L1 attrition in the bilingual group, the existence of a possible systematic relationship between the levels of L1 and L2 proficiency, and the influence of sociolinguistic and cognitive factors on L1 attrition and L2 acquisition in bilingual contexts. L1 attrition is defined here as both the reduction of L1 language skills and the restructuring of the L1 according to L2 patterns to the point where communication in the L1 is impaired. The present study involves extensive elicitation of written and oral data in both Romanian and English. First, an assessment of the participants’ history of language acquisition, their attitudes, their patterns of language use, and the nature of their social networks was conducted via sociolinguistic questionnaires and individual interviews. The language aptitude tests used in this project examined phonetic memory, vocabulary learning, and grammatical inferencing abilities. As an indicator of overall language proficiency, formal tests (a C-test and a verbal fluency task) and samples of spontaneous speech in the form of film commenting tasks were analyzed for fluency and grammatical complexity. The results showed that L1 attrition is a possible, but not obligatory, outcome in the first generation of migrants. With the exception of two participants, the majority of the bilinguals in this study, while not perfect matches for the L1 monolinguals, remained within the L1 native range even after a long residence in the L2 country. While proficiency trade-off patterns are not observable at the group level, they were evidenced in the cases of the two attriters identified in this study. With respect to cognitive predictor variables, L1 maintenance does not appear to be a direct function of linguistic aptitude. At the same time, levels of L1 attrition and L2 achievement are dependent on a combination of attitudinal and personal background variables.

In the context of language use of Romanian migrants living in Canada, this thesis examines the linguistic changes and the contributing social, personal, and affective factors involved in the maintenance of a migrant’s first language (L1) as she or he simultaneously acquires a second language (L2) in an L2-dominant environment. Specifically, it investigates the incidence of L1 attrition in the bilingual group, the existence of a possible systematic relationship between the levels of L1 and L2 proficiency, and the influence of sociolinguistic and cognitive factors on L1 attrition and L2 acquisition in bilingual contexts. L1 attrition is defined here as both the reduction of L1 language skills and the restructuring of the L1 according to L2 patterns to the point where communication in the L1 is impaired. The present study involves extensive elicitation of written and oral data in both Romanian and English. First, an assessment of the participants’ history of language acquisition, their attitudes, their patterns of language use, and the nature of their social networks was conducted via sociolinguistic questionnaires and individual interviews. The language aptitude tests used in this project examined phonetic memory, vocabulary learning, and grammatical inferencing abilities. As an indicator of overall language proficiency, formal tests (a C-test and a verbal fluency task) and samples of spontaneous speech in the form of film commenting tasks were analyzed for fluency and grammatical complexity. The results showed that L1 attrition is a possible, but not obligatory, outcome in the first generation of migrants. With the exception of two participants, the majority of the bilinguals in this study, while not perfect matches for the L1 monolinguals, remained within the L1 native range even after a long residence in the L2 country. While proficiency trade-off patterns are not observable at the group level, they were evidenced in the cases of the two attriters identified in this study. With respect to cognitive predictor variables, L1 maintenance does not appear to be a direct function of linguistic aptitude. At the same time, levels of L1 attrition and L2 achievement are dependent on a combination of attitudinal and personal background variables.

It has long been known that sight was a crucial component of the fifth-century Athenian theatre. And while that is true, it can also be argued that aurality, the ability to hear and be heard, is an equally important aspect of Athenian drama. This dissertation strives to reclaim a place for hearing in studies on tragedy generally and on Sophokles in particular. Adopting terms from radio theory and media theory, I suggest that Athens was both an acoustic space and an aural community. In the course of an examination of four tragedies, I engage with the following question: how do the characters in these plays hear? Analyzing each play in turn, I show how hearing can occur physically, socially, publically and politically respectively. For Elektra, hearing is a physical and psychic blow; for Philoktetes, hearing is how he connects with the world around him and how he tries to reconnect with people; for Deianeira, hearing is a dangerous phenomenon capable over overturing her own predictions and capable of causing her to lose control of the final shape of her aural reputation; for Oidipous, hearing is an expression of his political status and ultimately a cause of his fall from power. The results of this study show that, in each case, the act of hearing is an invasive process in which the sonant object, mobile and semi-autonomous, can intrude upon new spaces, stage and body alike. This dissertation contributes to a growing body of literature on aurality in tragedy and enhances our understanding of the interconnections between hearing, society, politics, and the individual.

This study is a qualitative action research that I have undertaken with four teachers in the college where I work, for the purpose of improving curriculum delivery and student services to our majority multilingual student body. Based on my research in a public school board with Grades 4 to 12 students where I learned that mother tongues (L1s) are valued by students as scaffolds to their learning of English (L2) I proceeded to explore L1/L2 curriculum delivery with adult community college students whose prior learning is encoded in their mother tongues. I explored the possibility of legitimizing the use of students’ mother tongues in college classrooms as scaffolds to their acquisition of their L2. There were three phases to this study. Through these three phases of the study I sought to understand the impact of this multilingual pedagogical approach on the students’ learning experience, academic engagement and identity formation. In phase 1, I worked with 90 English as a Second Language (ESL) students whom I surveyed to determine their levels of understanding of our English-only curriculum delivery and student services. In phase 2, I worked with three English for Academic Purposes (EAP) students and interviewed them to explore their reaction to their teacher’s allowing them to use their mother tongues in class as part of pedagogy. In phase 3, I worked with 19 EAP students and interviewed them in focus groups to explore more deeply their learning experience, academic engagement and identity formation in two college classrooms where their mother tongues were part of everyday pedagogy. On the basis of the findings of this study I argue that the creation of space for students’ mother tongues in college classrooms is an ethical imperative since their mother tongues are integral components of their identities and all of their prior learning and life experiences are encoded in their mother tongues. Overall the findings highlighted bilingual students’ perceptions that their L1s constituted an important scaffold for their learning of English. Students’ comments also expressed their sense of the centrality of L1s to aspects of their identity.

This thesis explores how the standardization of language in China has been as a means to unify the empire and restructure relations between citizens and the state through processes of identification. Looking in at the case of China's minzu (ethnic groups), I argue that the current trend instituted through policies at the top-level is to eliminate linguistic and cultural diversities through the promotion of Putonghua as the lingua franca and to eventually amalgamate all minzu of the multi-minzu state into a mono-minzu, Zhonghua Minzu (citizens of the Chinese nation). Beginning with an overview of the historical practices of language standardization, I show how the ideological nature of politically influenced terminologies in the Chinese language has contributed to this restructuring of identity. With identity tied closely to language, recently enacted laws in mainland China have brought the government a step closer to achieving its ultimate goal of creating a mono-minzu state.