Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6600. / Thesis (Educat.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 37-01, Section: A, page: 0161. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6318. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-12, Section: A, page: 7187. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-12, Section: A, page: 7188. / Thesis (Ph.D.)--The Florida State University, 1977.

Research findings show that studying the acquisition of a second language in natural situations not only provides information about second language learning but also helps ESL teachers adopt themselves to the learners' needs and find out what kind of linguistic input they are ready for. This in turn will help the teachers set more realistic goals for particular learning situations. / To explore more fully the language acquisition process by close longitudinal observation, this study was designed to examine child second language acquisition at a fairly advance level by analyzing an adequate sample of oral English produced by two Iranian children who had been learning English as a second language in the United States for $2{1\over2}$ years at the data collecting time. In the data collected by three different techniques in a period of six months the most problematic structures for the Iranian ESL learners were investigated. The objective was to study the development of the English grammar and the effect of the first language on the subjects' second language acquisition process. / The subjects achieved the same level of maturity in syntactic development as their native peers in $2{1\over2}$ years. This faster rate of development implies that syntax and embedding ability might be transferred to the second language as soon as the basic second language rules are internalized. / In three different activities, the growth rate was the same but the average T-unit length differed. Sixty-five percent of total errors were developmental errors but the remaining thirty-five percent transfer errors were more persistent in spite of the fact that some of them were very simple grammatically. This means that although both types of errors decrease with the advance of the second language development, the percentage of transfer errors to total errors will increase in more advanced levels. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0450. / Major Professor: T. Grant Brown. / Thesis (Ph.D.)--The Florida State University, 1981.

This case study of seven community college students enrolled in a freshman composition course was designed to assess the influence of word processing on the compositions and composing strategies of inexperienced writers in primarily the teaching but also the testing contexts. The students' pre- and post-study performance on essay topics used in Florida's College-Level Academic Skills Test was juxtaposed with stylistic analyses of four expository essays written in a computer-based writing laboratory under the supervision of the instructor/researcher. Observations of the writing behaviors of "strong," "average," and "weak" writers were supplemented with data collected from structured interviews and an attitudinal survey to yield insights as to how microcomputer technology might be most effectively incorporated into the freshman composition curriculum. / All study subjects responded favorably to the use of word processing in the instructional context, regardless of their writing ability, previous experiences with English courses, or initial knowledge of computers or word processing. Using word processors did not affect the students' understanding of the writing process but was credited by them with stimulating text production and revision. / Stylistic analyses of interim and test essays produced fewer measurable gains for the "strong" writers than they did for the "average" and "weak" writers, whose posttest scores were markedly higher than their pre-test scores. "Average" and "weak" writers appeared to be more affected by a shift in writing context than were the "strong" writers across most of the features measured. / The study suggests that word processors have a positive influence on students' attitudes and writing behaviors and, when used in a laboratory setting, have powerful pedagogical implications. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0448. / Major Professor: James Hoetker. / Thesis (Ph.D.)--The Florida State University, 1987.

Source: Dissertation Abstracts International, Volume: 36-12, Section: A, page: 7916. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 36-12, Section: A, page: 7915. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3424. / Thesis (Ph.D.)--The Florida State University, 1978.