Spelling suggestions: "subject:"aanalysis inn education"" "subject:"aanalysis iin education""
101 |
Disambiguating recasts with enhanced-salience in task-based interaction.January 2008 (has links)
Kong, Ying Yuk. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 135-142). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Introduction --- p.4 / Chapter 2.2 --- Corrective Feedback --- p.5 / Chapter 2.2.1 --- Focus on Form (FonF) --- p.5 / Chapter 2.2.2 --- Different Forms of Corrective Feedback --- p.7 / Chapter 2.2.3 --- The Role of Corrective Feedback in SLA --- p.8 / Chapter 2.2.4 --- Summary --- p.16 / Chapter 2.3 --- Interaction and Language Development --- p.16 / Chapter 2.3.1 --- Input during Interaction and SLA --- p.17 / Chapter 2.3.2 --- Output during Interaction and SLA --- p.17 / Chapter 2.4 --- Definition(s) of Recasts --- p.19 / Chapter 2.4.1 --- Long's Definition of Recasts (2007) --- p.19 / Chapter 2.4.2 --- Other Forms of Recasts in Classroom Settings --- p.20 / Chapter 2.4.3 --- Summary --- p.21 / Chapter 2.5 --- The Supporting Side FOR the Role of Recasts --- p.21 / Chapter 2.5.1 --- High Frequency of Occurrence --- p.21 / Chapter 2.5.2 --- Increase Learners' Noticing --- p.22 / Chapter 2.5.3 --- Empirical Support --- p.23 / Chapter 2.6 --- The Opposing Side AGAINST the Role of Recasts in SLA --- p.23 / Chapter 2.6.1 --- Recasts and its Ambiguity --- p.23 / Chapter 2.6.2 --- Recasts, Repair and Uptake --- p.24 / Chapter 2.6.3 --- Summary --- p.28 / Chapter 2.7 --- Recasts and its Saliency --- p.29 / Chapter 2.7.1 --- General Overview of the Forms of Recasts in Previous Studies --- p.29 / Chapter 2.7.2 --- : Doughty and Varela (1998) --- p.30 / Chapter 2.7.3 --- Leeman (2003) --- p.31 / Chapter 2.7.4 --- Lowen and Philp's Study (2006) --- p.34 / Chapter 2.7.5 --- Summary --- p.35 / Chapter 2.8 --- Noticing and SLA --- p.35 / Chapter 2.8.1 --- Attention,Noticing and Understanding --- p.36 / Chapter 2.8.2 --- Difficulty in Operationalizing 'Noticing' --- p.38 / Chapter 2.8.3 --- Summary: Saliency of Recasts,Noticing and Uptake --- p.40 / Chapter 2.9 --- The Notion of Learnability --- p.41 / Chapter 2.9.1 --- Processability Theory (PT) --- p.41 / Chapter 2.9.2 --- Relationship between Learnability and Provision of Feedback --- p.44 / Chapter 2.10 --- Pilot Study (2007) --- p.45 / Chapter 2.10.1 --- The Aim of the Pilot Study --- p.45 / Chapter 2.10.2 --- Methods --- p.45 / Chapter 2.10.3 --- General Results and Discussions --- p.47 / Chapter 2.10.4 --- Modification of the Instrumentation --- p.49 / Chapter 2.10.5 --- Summary --- p.50 / Chapter 2.11 --- Research Questions --- p.51 / Chapter CHAPTER THREE --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Participants --- p.54 / Chapter 3.3 --- Target Structure --- p.55 / Chapter 3.4 --- Materials --- p.56 / Chapter 3.4.1 --- Testing Tasks --- p.56 / Chapter 3.4.2 --- Treatment Tasks --- p.57 / Chapter 3.4.3. --- Others --- p.58 / Chapter 3.5 --- Design --- p.58 / Chapter 3.5.1 --- Salient Recasts vs. Non-Salient Recasts --- p.58 / Chapter 3.5.2 --- Participants ´ة Developmental Level --- p.59 / Chapter 3.5.3 --- Participants ' Responses to Recasts --- p.60 / Chapter 3.6 --- Procedures --- p.61 / Chapter 3.6.1 --- Pre-Test --- p.62 / Chapter 3.6.2 --- Treatments --- p.63 / Chapter 3.6.3 --- Post-Test and Delayed Post-Test --- p.63 / Chapter 3.7 --- Data Processing --- p.64 / Chapter 3.8 --- Data Analysis --- p.65 / Chapter CHAPTER FOUR --- GENERAL STATISTICAL RESULTS FROM SPSS --- p.66 / Chapter 4.1 --- Introduction --- p.66 / Chapter 4.2 --- General Results --- p.67 / Chapter 4.2.1 --- General Mean Scores of the Testing Tasks --- p.67 / Chapter 4.2.2 --- Participants ' Responses to Recasts --- p.70 / Chapter 4.3 --- Answer to Research Question 1 --- p.77 / Chapter 4.4 --- Answer to Research Question 2 --- p.84 / Chapter 4.5 --- Answer to Research Question 3 --- p.89 / Chapter 4.6 --- Answer to Research Question 4 --- p.97 / Chapter 4.7 --- Conclusion --- p.100 / Chapter CHAPTER FIVE --- DISCUSSION --- p.103 / Chapter 5.1 --- Introduction --- p.103 / Chapter 5.2 --- Discussion about Each Research Question --- p.103 / Chapter 5.2.1 --- Discussion about Research Question 1 --- p.104 / Chapter 5.2.2 --- Discussion about Research Question 2 --- p.108 / Chapter 5.2.3 --- Discussion about Research Question 3 --- p.111 / Chapter 5.2.4 --- Discussion about Research Question 4 --- p.116 / Chapter 5.3 --- "Input Saliency, Uptake, Noticing and Long-term Memory" --- p.119 / Chapter 5.3.1 --- Input Saliency vs. Noticing --- p.120 / Chapter 5.3.2 --- Input Saliency vs. Uptake vs. Noticing --- p.123 / Chapter 5.3.3 --- Input Saliency vs. Input´ةs Long-term Memory --- p.124 / Chapter 5.4 --- Conclusion --- p.126 / Chapter CHAPTER SIX --- "PEDAGOGICAL IMPLICATIONS, LIMITATION AND SUGGESTIONS FOR FUTURE RESEARCH" --- p.127 / Chapter 6.1 --- Introduction --- p.127 / Chapter 6.2 --- Pedagogical Implications --- p.127 / Chapter 6.3 --- Limitations of the Current Study --- p.131 / Chapter 6.4 --- Suggestions for Future Research --- p.133 / REFERENCES --- p.135 / APPENDIX I TESTINF TASK / APPENDIX II TREATMENT TASK / APPENDEX III-VIII SPSS Outputs
|
102 |
The form and function of turn-taking in the classroom /Ottesen, Judith Ott. January 1978 (has links)
No description available.
|
103 |
Scaffolding and participation in classroom interaction perspectives from English immersion teaching in the People's Republic of China /Pei, Miao. January 2006 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.
|
104 |
Social presence in the web-based synchronous secondary classroom /Nippard, Eric C., January 2005 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 119-129.
|
105 |
The relationship among teachers' verbal and nonverbal immediacy behaviors and students' willingness to speak in English in central Taiwanese college classrooms /Hsu, Lisa Li-I. January 2006 (has links)
Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 99-114).
|
106 |
A quantitative analysis of the student involvement and social development between first-year college students with and without a learning disability /Guajardo, Daniel. January 2006 (has links)
Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 143-170).
|
107 |
An elementary mathematics teacher's use of discourse practices in supporting English learner students in classroom repairShein, Paichi Pat, January 1900 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 119-125).
|
108 |
Student interaction patterns in electronic conference systemsCredle, Gayna Stevens. January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.
|
109 |
The effect of classroom organization and teacher-student interaction on the distribution of status in the classroomMarshall, Robert Kessler, January 1978 (has links)
Thesis--University of Chicago. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 166-170).
|
110 |
The impacts of technology on interactivity in a distance learning coursePeterson, Christine A., January 2001 (has links)
Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).
|
Page generated in 0.0864 seconds