Mackey教授和她的研究夥伴於二零零二年进行的探索性研究，首次探討了二語學習者的工作記憶容量和他們在互動反饋中對於第二語言語法的重述 (recasts) 的注意力以及第二語言發展的內在關係。在这项研究中，研究人员提出，作为一个小规模的研究，研究结果僅具有啟發意義，而不是决定性的。所以未来的进一步探索將會非常有意義。 / 為了响应这项研究的呼吁，本研究將进一步探讨二語學習者的個體差異在互動型任務中對於學習者對語法的注意力以及語言發展的影響。學習者的工作記憶容量以及他們的第二語言能力水平在本研究中均視為獨立變量，以探究它們與學習者對英語的問句形式和過去式的重述的注意力之間的聯繫。立即刺激回憶法 (immediate stimulated recall)，作為本項研究中採用的一種新方法，將和傳統的刺激回憶法 (stimulated recall) 一起用來收集有關學習者注意力的數據。實驗包括兩個實驗組和一個對照組，並採用了前測-培訓-後測三個主要階段。對照組僅需與來自英語母語國家的對話者完成每項互動交流任務，對話者不提供任何語法的重述。而兩個實驗組都會接受他們的對話者提供的對於英語問句及過去式的重述。這兩個實驗組的唯一區別是收集學習者注意力數據的研究方法不同：其中一組將使用立即刺激回憶法，而另一組則採用傳統的刺激回憶法。 / 本研究旨在進一步發現二語學習者的工作記憶容量、第二語言能力水平與之注意力之間的關係。工作記憶對於二語發展的影響也作為研究問題之一。同時，重述式反饋的有效性以及立即刺激回憶法的反應特性 (reactivity) 也是本研究中的兩個重心。 / 研究結果發現二語學習者的工作記憶容量和他們對於語法的重述的注意力存在着統計學的顯著聯繫，然而這種聯繫只存在於對注意英語過去式的重述而非英語問句的重述之中。統計結果未能顯示學習者的第二語言能力水平對於注意力的顯著效果，也未能發現他們的工作記憶容量對於二語發展的顯著效果。研究結果還發現重述式反饋的延遲效應，然而這一效應也可能是由於刺激回憶法的使用與重述式反饋共同產生的效應。此外，立即刺激回憶法在本項研究中未產生任何反應特性。 / The exploratory study conducted by Mackey, Philp, Egi, Fujii and Tatsumi (2002) first probed into the internal relationship among learners’ working memory capacity, noticing of recasts of English question formation in interactional feedback and their L2 development. The researchers in that study proposed that as a small-scale study, research findings were suggestive rather than conclusive and that further exploration would be helpful. / Responding to that research call, the present study further investigated the influence of individual variables on learners’ awareness and performance in interactional tasks. Learners’ working memory capacity and their L2 proficiency level were both regarded as independent variables in the present study to link with their noticing of recasts of two different target forms: English question formation and English past tense. Immediate stimulated recall, as a newly developed method in the present study, was used to collect noticing data as well as the use of traditional stimulated recall. The pretest-treatment-posttests design was adopted with two experimental groups and one control group involved in the experiment. The control group was asked to complete interactional tasks with interlocutors without any recasts provided. Two experimental groups were recasts groups with one of them attending stimulated recall interview after the immediate posttest and the other attending immediate stimulated recall interview every day immediately after the treatment and before the immediate posttest. / To find whether there was a relationship between WM and noticing of recasts of L2 forms was the first research goal in the present study. The effect of L2 proficiency level on noticing of L2 forms was another goal. While only a limited number of studies have investigated the role of WM in L2 implicit learning conditions, this issue will also be addressed. Finally, the effectiveness of recasts in instruction and the reactivity issue of immediate stimulated recall as a new method to detect noticing are two other focuses in the present study. / Research results found that there was a significant relationship between WM and noticing of English past tense but not English questions, which indicates that the relationship between WM and noticing of L2 forms may be target-specific. No significant effect of L2 proficiency on noticing was found. However, descriptive data showed a possible trend that the low-proficiency group reported more noticing of L2 forms than the high-proficiency group. The effect of WM capacity on L2 development under all those three implicit learning conditions was found insignificant. There may be a delayed effect of recasts in learners’ L2 development; however, due to the limitation in research design, this delayed effect may result from both recasts and stimulated recall interviews. Immediate stimulated recall was found non-reactive in the present study. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Dai, Binbin. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 174-192). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in also in Chinese; appendix F includes Chinese. / Abstract --- p.i / Acknowledgements --- p.iv / Table of Contents --- p.vi / List of Tables --- p.x / List of Figures --- p.xiii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Research Background and Rationale of the Present Study --- p.1 / Chapter 1.2 --- Research Questions --- p.5 / Chapter 1.3 --- Organization of the Dissertation --- p.5 / Chapter Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- The Interaction Approach to Second Language Acquisition --- p.9 / Chapter 2.2 --- The Interaction Hypothesis --- p.11 / Chapter 2.3 --- Feedback in Interaction --- p.15 / Chapter 2.3.1 --- Explicit and implicit feedback --- p.15 / Chapter 2.3.2 --- Recasts and L2 learning --- p.17 / Chapter 2.4 --- Noticing in interaction --- p.21 / Chapter 2.4.1 --- Attention and awareness: Two theoretical positions --- p.21 / Chapter 2.4.2 --- Recasts, noticing and L2 development --- p.23 / Chapter 2.4.3 --- Measurement of learner awareness in SLA --- p.25 / Chapter 2.4.3.1 --- Methodological innovation in the present study --- p.26 / Chapter 2.4.3.2 --- Reactivity: Do recasts with post-task activity trigger more L2 development? --- p.32 / Chapter 2.5 --- Working Memory and SLA --- p.35 / Chapter 2.5.1 --- The role of working memory in SLA --- p.36 / Chapter 2.5.2 --- Working memory in interaction-driven learning --- p.39 / Chapter 2.5.2.1 --- Working memory and L2 development in interaction-driven learning --- p.39 / Chapter 2.5.2.2 --- Working memory and noticing of L2 forms in interactional feedback --- p.43 / Chapter 2.6 --- Research Questions --- p.46 / Chapter Chapter 3 --- Methodology --- p.48 / Chapter 3.1 --- Participants --- p.48 / Chapter 3.1.1 --- Learner participants --- p.48 / Chapter 3.1.2 --- Native speaker interlocutor --- p.50 / Chapter 3.2 --- Procedure --- p.52 / Chapter 3.3 --- Operationalizations --- p.57 / Chapter 3.3.1 --- Recasts in interactional feedbacks --- p.58 / Chapter 3.3.2 --- Working memory capacity --- p.59 / Chapter 3.4 --- Linguistic Targets --- p.60 / Chapter 3.5 --- Materials --- p.61 / Chapter 3.5.1 --- Interaction materials for treatment and assessment tasks --- p.62 / Chapter 3.5.2 --- Proficiency test: The application of the C-test --- p.63 / Chapter 3.5.3 --- Working memory tests: Non-word span test & L2 listening span test --- p.65 / Chapter 3.5.3.1 --- English nonword span test --- p.65 / Chapter 3.5.3.2 --- English listening span test --- p.67 / Chapter 3.5.4 --- Stimulated recall --- p.69 / Chapter 3.5.5 --- Exit debriefing questionnaire --- p.71 / Chapter 3.6 --- Data Coding and Scoring --- p.73 / Chapter 3.6.1 --- The C-test --- p.74 / Chapter 3.6.2 --- The WM tests --- p.75 / Chapter 3.6.3 --- Stimulated recall comments: The noticing data --- p.77 / Chapter 3.6.4 --- Task performance data --- p.80 / Chapter 3.6.4.1 --- Developmental levels in English question formation --- p.80 / Chapter 3.6.4.2 --- Error-free ratios in English past tense --- p.83 / Chapter 3.6.5 --- Intrarater reliability --- p.86 / Chapter 3.6.6 --- Interrater reliability --- p.86 / Chapter Chapter 4 --- Results --- p.88 / Chapter 4.1 --- Research Question 1: WM Capacity and Noticing of L2 Forms --- p.88 / Chapter 4.1.1 --- Composite WM capacity and noticing of L2 forms --- p.88 / Chapter 4.1.1.1 --- For two experimental groups as a whole --- p.89 / Chapter 4.1.1.2 --- For each experimental group as an individual condition --- p.91 / Chapter 4.1.2 --- Two sub-capacities of WM and noticing of L2 forms --- p.93 / Chapter 4.1.2.1 --- PSTM capacity and noticing of L2 forms --- p.94 / Chapter 4.1.2.2 --- Verbal WM capacity and noticing of L2 forms --- p.95 / Chapter 4.1.3 --- Summary of Research Question 1 --- p.96 / Chapter 4.2 --- Research Question 2: Proficiency Level and Noticing of L2 Forms --- p.97 / Chapter 4.2.1 --- Proficiency level and noticing of both targets --- p.98 / Chapter 4.2.2 --- Summary of Research Question 2 --- p.101 / Chapter 4.3 --- Research Question 3: WM Capacity and L2 Development --- p.101 / Chapter 4.3.1 --- WM capacity and L2 development in the control group --- p.102 / Chapter 4.3.1.1 --- English question formation --- p.102 / Chapter 4.3.1.2 --- English past tense --- p.104 / Chapter 4.3.2 --- WM capacity and L2 development in Experimental Group A --- p.107 / Chapter 4.3.2.1 --- English question formation --- p.107 / Chapter 4.3.2.2 --- English past tense --- p.108 / Chapter 4.3.3 --- WM capacity and L2 development in Experimental Group B --- p.111 / Chapter 4.3.3.1 --- English question formation --- p.111 / Chapter 4.3.3.2 --- English past tense --- p.113 / Chapter 4.3.4 --- Summary of Research Question 3 --- p.116 / Chapter 4.4 --- Research Question 4: Experimental Conditions and L2 development --- p.116 / Chapter 4.4.1 --- English question formation --- p.116 / Chapter 4.4.2 --- English past tense --- p.117 / Chapter 4.4.3 --- Summary of Research Question 4 --- p.125 / Chapter Chapter 5 --- Discussion --- p.127 / Chapter 5.1 --- Working Memory and Noticing of L2 Forms --- p.127 / Chapter 5.1.1 --- Different L2 forms --- p.129 / Chapter 5.1.1.1 --- Developmental levels of L2 grammatical structures --- p.130 / Chapter 5.1.1.2 --- Explicitness of L2 forms --- p.132 / Chapter 5.1.2 --- Different measures of WM --- p.136 / Chapter 5.1.3 --- Different methods to collect noticing data --- p.138 / Chapter 5.2 --- Proficiency Level and Noticing --- p.140 / Chapter 5.3 --- Working Memory and L2 Development --- p.145 / Chapter 5.4 --- Recasts, the Immediate Stimulated Recall and L2 Development --- p.149 / Chapter 5.4.1 --- Recasts, target structures and L2 development --- p.151 / Chapter 5.4.2 --- Methodological implications: The immediate stimulated recall --- p.159 / Chapter 5.4.3 --- Pedagogical implications --- p.161 / Chapter Chapter 6 --- Conclusion --- p.164 / Chapter 6.1 --- Summary of Research Findings --- p.164 / Chapter 6.2 --- Limitations --- p.166 / Chapter 6.3 --- Future Directions --- p.169 / Chapter 6.4 --- Conclusion --- p.172 / References --- p.174 / Appendices --- p.193 / Chapter Appendix A --- Research Participation Consent Form --- p.193 / Chapter Appendix B --- Background Questionnaire --- p.194 / Chapter Appendix C --- Instructions for the Interlocutors: Procedures and Tasks --- p.196 / Chapter Appendix D --- The C-test Adopted from Dörnyei and Katona (1992) --- p.198 / Chapter Appendix E --- Working Memory Tests --- p.200 / Chapter Appendix F --- Exit Questionnaire Adapted from Sachs and Suh (2007) --- p.205

In this research we have experimented on three classes of EFL college students, each trained on one of the three cognitive linguistic constructs just mentioned. After the respective training, each class was required to write a posttest essay applying the knowledge they had just learned. Chapter 6 we have analyzed the data both quantitatively and qualitatively. Though from the statistical results, some of the classes have not improved their mean scores significantly, our more dependable qualitative composition analyses using cognitive-functional-linguistic tools, did reveal that in general the students can understand the trained CL constructs and are able to apply the knowledge to their essays, which has caused the improvements of many of the posttests in terms of richness and depth of ideas, of textual organization, and of syntactic choices. / Studies of ESL/EFL writing still lack a comprehensive theory that can accommodate all the major approaches to ESL/EFL writing, such as the process, the product, and the genre ones. None of these can claim to be able to solve all the problems independently in real ESL/EFL classrooms. / The cognitive-functional-linguistic analytical tools introduced in Chapter 5 and applied mainly in Chapter 6 serve to strengthen the product concerns of our cognitive-functional-linguistic process writing framework. We want to claim that this research framework has not only integrated various writing approaches, but also the potential to accommodate other potential approaches, such as those with literary and stylistic concerns. / The present approach takes combining all these paradigms in an organic way as a starting point and seeks a theoretical framework for it from the neighboring discipline, linguistics, especially cognitive linguistics (CL) and systemic functional grammar (SFG). The writing model that has been set up in Chapter 4 of this research has provided us with a detailed description of the writing processes. With this model we can address very specific writing issues, including those relevant to our experiment, such as how and where ideas and language related to conceptual metaphor (CM), image schemas (IS) and cognition-based grammar (CG) come into the writing processes, and how prewriting activities can provide help for the writers. / Yuan, Ye. / "August 2007." / Adviser: Peter Crisp. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0596. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 240-252). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Although it is generally accepted that L2 learners of English need to gain a good grasp of idioms, the teaching and learning of idioms in L2 is no easy task. One of the reasons is that idioms are enormous in number. The Collins COBUILD Idioms Dictionary (2002) lists over 6,000 idioms which are of contemporary, everyday, use. Another reason is that a considerable number of idioms are figurative in nature---that is, their overall meaning cannot be obtained by simply adding up the literal meanings of the components involved. Added and related to these factors is the fact that the traditional vocabulary listing method adopted in most ESL/EFL textbooks presents each idiom entry and its meaning in such a way that the choice of each single word in the idiom seems random, and the overall figurative meaning deriving from the combination of the constituent words appears inexplicable. Taken together, these factors make idioms one of the most difficult aspects of L2 teaching and learning. / Idioms, which are a type of phraseological unit and are largely figurative in nature, are pervasive and ubiquitous in human language. A significant part of L1 everyday linguistic repertoire is formed by idioms and idiom-like constructions. In fact, the level of command of idioms serves as an important indicator of L2 proficiency. In other words, fluent and native-like language, a concern particularly for many advanced L2 learners, entails a good mastery of idioms. / In the light of the above problems, the present study, founded on Cognitive Linguistics (CL), aims to shed light on a more effective and manageable teaching and learning of L2 idioms by examining the CL theoretical assumptions compatible with L2 pedagogy. The CL feature which possesses the greatest potential for complementing language pedagogy is the notion of 'motivation.' In other words, the author explores, on the one hand, the potential of CL notions such as metaphor and metonymy for providing motivation for L2 idiom pedagogy, and, on the other, the potential of the above notions for comparing L1 and L2 idioms both linguistically and conceptually. Such a linguistic and conceptual comparative analysis of L1 and L2 idioms enables us to anticipate the possible difficulties encountered by L2 learners in learning idioms. / There are three methodologically independent but theoretically coherent research components in the present study. Study One is the elicitation of the body-part idioms in English (L2) and Cantonese (L1). Nine body parts are involved: head, eye/eyes, face, mouth, hand/hands, heart, foot/feet, body and bones. There is an examination of the underlying cognitive motivation (i.e. pure metaphor, pure metonymy, metaphor and metonymy) of each of the elicited idioms in both languages. Study Two is the think-aloud experiment which aims at eliciting from a group of Cantonese advanced L2 learners of English the mental images they produce in response to the English body-part idioms. These mental images should provide insight into the conceptual and linguistic similarities and differences between idioms in the two languages. Study Three is the experimental study. This aims at testing empirically the pedagogical soundness of teaching English idioms using conceptual metaphor and metonymy as well as an English-Cantonese idiom comparison. A total number of 106 Cantonese advanced L2 learners of English majoring in English were invited to participate in the experiment. They were divided into three groups, each of which was treated with a particular L2 idiom learning method. Experimental results show that students receiving the method involving conceptual metaphor, conceptual metonymy and a cross-linguistic comparison (i.e. the '3Cs' method) outperformed students in the other two groups, thus implying the pedagogical soundness of the 3Cs method in enhancing L2 idiom teaching and learning. / Leung, Chung Hong. / Adviser: Peter Crisp. / Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: . / Thesis submitted in: November 2008. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 351-363). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Lin, Shuyang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 161-174). / Abstracts in English and Chinese. / Abstract --- p.ii / 論文摘要 --- p.iv / Acknowledgements --- p.vi / Table of Contents --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Aspect Hypothesis and related acquisition studies --- p.1 / Chapter 1.3 --- L2 learners of English whose native language is Chinese --- p.4 / Chapter 1.4 --- The issue of learning environment on acquisitional sequences --- p.6 / Chapter 1.5 --- Pedagogical issues --- p.7 / Chapter 1.6 --- Purposes of this study --- p.7 / Chapter 1.7 --- Organization of this thesis --- p.9 / Chapter Chapter 2 --- Literature Review --- p.11 / Chapter 2.1 --- Introduction --- p.11 / Chapter 2.2 --- Introduction to the tense-aspect terminology --- p.11 / Chapter 2.2.1 --- Tense --- p.11 / Chapter 2.2.2 --- Aspect´ؤgrammatical aspect and lexical aspect --- p.12 / Chapter 2.2.3 --- Vendler's four-way classification of verbs --- p.13 / Chapter 2.3 --- Aspect hypothesis and related acquisition studies --- p.15 / Chapter 2.3.1 --- Aspect hypothesis --- p.15 / Chapter 2.3.2 --- LI acquisition studies --- p.17 / Chapter 2.3.3 --- L2 acquisition studies --- p.19 / Chapter 2.3.4 --- Acquisitional order --- p.25 / Chapter 2.3.5 --- Accounts for the Aspect Hypothesis --- p.27 / Chapter 2.3.5.1 --- Relevance Principle --- p.27 / Chapter 2.3.5.2 --- Congruence Principle --- p.28 / Chapter 2.3.5.3 --- Determinism --- p.29 / Chapter 2.3.5.4 --- One-to-One Principle --- p.29 / Chapter 2.3.5.5 --- Subset Principle --- p.29 / Chapter 2.3.5.6 --- Distributional biased hypothesis --- p.30 / Chapter 2.3.5.7 --- Discourse motivations --- p.30 / Chapter 2.3.5.8 --- Prototype theory --- p.32 / Chapter 2.4 --- The temporality systems in English and Chinese --- p.32 / Chapter 2.5 --- Acquisition studies on Chinese learners --- p.34 / Chapter 2.6 --- Instructed learners --- p.36 / Chapter 2.7 --- Input --- p.38 / Chapter 2.7.1 --- Impacts of input on the acquisition of tense-aspect morphology --- p.38 / Chapter 2.7.2 --- Input and second language acquisition --- p.40 / Chapter 2.7.3 --- Input enhancement and different ways of making input salient --- p.42 / Chapter 2.7.3.1 --- Positive evidence --- p.44 / Chapter 2.7.3.2 --- Consciousness-raising --- p.47 / Chapter 2.8 --- Summary --- p.47 / Chapter 2.9 --- Research questions --- p.48 / Chapter Chapter 3 --- Methodology --- p.49 / Chapter 3.1 --- The pilot study and modification --- p.49 / Chapter 3.2 --- Participants --- p.50 / Chapter 3.2.1 --- Participants' consent to attend data collection --- p.51 / Chapter 3.2.2 --- Proficiency grouping --- p.51 / Chapter 3.2.3 --- Treatment conditions grouping --- p.53 / Chapter 3.3 --- Data elicitation task --- p.53 / Chapter 3.3.1 --- Cloze task --- p.54 / Chapter 3.3.1.1 --- Why cloze task --- p.54 / Chapter 3.3.1.2 --- The design --- p.55 / Chapter 3.4 --- Pedagogical treatment --- p.56 / Chapter 3.4.1 --- Positive input --- p.57 / Chapter 3.4.2 --- Positive enhanced input --- p.58 / Chapter 3.4.3 --- The design --- p.61 / Chapter 3.5 --- Three conditions of treatment --- p.62 / Chapter 3.6 --- Coding --- p.69 / Chapter 3.7 --- Statistical analysis --- p.70 / Chapter Chapter 4 --- Results and Discussions --- p.72 / Chapter 4.1 --- Introduction --- p.72 / Chapter 4.2 --- Evaluation of the interlanguage aspect morphology of Chinese instructed learners with regards to the Aspect Hypothesis --- p.72 / Chapter 4.2.1 --- Use of progressive aspect --- p.73 / Chapter 4.2.1.1 --- Statistics --- p.73 / Chapter 4.2.1.2 --- Developmental routes --- p.76 / Chapter 4.2.2 --- Discussions of the findings about progressive marking --- p.78 / Chapter 4.2.2.1 --- Previous findings --- p.78 / Chapter 4.2.2.2 --- Current findings --- p.79 / Chapter 4.2.2.3 --- Comparison between previous and current findings --- p.79 / Chapter 4.2.2.4 --- Different developmental routes of accomplishments and achievements --- p.80 / Chapter 4.2.2.5 --- Use of progressive with states --- p.82 / Chapter 4.2.2.6 --- Possible reasons for the unexpected low appropriacy rate of progressive marking with states --- p.84 / Chapter 4.2.2.7 --- Summary on the use of progressive marking --- p.85 / Chapter 4.2.3 --- Use of perfect aspect --- p.86 / Chapter 4.2.3.1 --- Statistics --- p.86 / Chapter 4.2.4 --- Discussions of the findings about perfect marking --- p.89 / Chapter 4.2.4.1 --- Developmental routes --- p.89 / Chapter 4.2.4.2 --- """Perfect-better-than-progressive"" performance" --- p.90 / Chapter 4.2.4.3 --- "The temporal constituency of a situation the four aspects (perfective, imperfective, progressive, perfect) represent" --- p.90 / Chapter 4.2.4.4 --- Possible explanations for the developmental routes --- p.95 / Chapter 4.2.4.5 --- "Possible explanations for the ""perfect-better-than-progressive"" performance" --- p.97 / Chapter 4.2.4.6 --- Summary on the use of perfect marking --- p.98 / Chapter 4.3 --- Characteristics of the interlanguage aspect morphology of instructed Chinese learners --- p.101 / Chapter 4.3.1 --- Influence of LI Chinese on the use of progressive marking with stative verbs --- p.102 / Chapter 4.3.2 --- Role of instruction --- p.108 / Chapter 4.3.3 --- Interlanguage aspect morphology of intermediate learners --- p.108 / Chapter 4.4 --- Effects of enhanced positive input on remedying the biased distribution of aspect markings --- p.112 / Chapter 4.4.1 --- Effects of enhanced positive input on progressive marking --- p.115 / Chapter 4.4.2 --- Effects of enhanced positive input on perfect marking --- p.118 / Chapter 4.4.3 --- Summary on progressive and perfect markings --- p.119 / Chapter 4.4.4 --- Why positive input? --- p.120 / Chapter 4.4.5 --- Why enhance input? --- p.122 / Chapter 4.4.6 --- How to enhance input? --- p.124 / Chapter 4.5 --- Comparison of the effects of three treatment conditions --- p.126 / Chapter 4.5.1 --- Introduction --- p.126 / Chapter 4.5.2 --- Design of this study --- p.126 / Chapter 4.5.3 --- Results --- p.128 / Chapter 4.5.3.1 --- Statistics output from SPSS --- p.128 / Chapter 4.5.3.2 --- Effect size --- p.130 / Chapter 4.5.4 --- Interpretation and discussions --- p.136 / Chapter 4.5.4.1 --- "The ""input"" group~the group without explicit rule instruction" --- p.136 / Chapter 4.5.4.2 --- The groups with explicit rule instruction´ؤimmediate effects of deductive and inductive learning --- p.137 / Chapter 4.5.4.3 --- The groups with explicit rule instruction´ؤlong-term effects of deductive and inductive learning --- p.138 / Chapter 4.5.5 --- Summary --- p.140 / Chapter Chapter 5 --- Conclusions --- p.142 / Chapter 5.1 --- Answers to research question 1 --- p.142 / Chapter 5.1.1 --- The developmental routes for progressive marking --- p.142 / Chapter 5.1.2 --- The developmental routes for perfect marking --- p.145 / Chapter 5.1.3 --- Summary --- p.145 / Chapter 5.2 --- Answers to research question 2 --- p.146 / Chapter 5.3 --- Answers to research question 3´ؤpart 1 --- p.147 / Chapter 5.3.1 --- Effects of enhanced positive input on use of progressive marking --- p.147 / Chapter 5.3.2 --- Effects of enhanced positive input on use of perfect marking --- p.149 / Chapter 5.3.3 --- Summary --- p.149 / Chapter 5.4 --- Answers to research question 3´ؤpart 2 --- p.150 / Chapter 5.4.1 --- Explanations --- p.152 / Chapter 5.4.2 --- Summary --- p.152 / Chapter 5.5 --- Pedagogical suggestions --- p.153 / Chapter 5.6 --- Limitations --- p.155 / Chapter 5.6.1 --- Participants --- p.155 / Chapter 5.6.1.1 --- For the developmental routes of perfect marking --- p.155 / Chapter 5.6.1.2 --- For the perfect-better-than-progressive performance --- p.156 / Chapter 5.6.2 --- Sessions of treatment --- p.157 / Chapter 5.6.2.1 --- For durable effects of enhanced positive input --- p.157 / Chapter 5.6.2.2 --- For deciding the most facilitative treatment --- p.157 / Chapter 5.7 --- Suggestions for future research directions --- p.158 / Chapter 5.7.1 --- New variables --- p.158 / Chapter 5.7.2 --- Instruction order --- p.159 / Chapter 5.7.3 --- Interplay between LI and lexical aspect influences --- p.160 / References --- p.161 / Appendices --- p.175 / Chapter Appendix A- --- Pre-test --- p.175 / Chapter Appendix B- --- Immediate post-test --- p.178 / Chapter Appendix C- --- Delayed post-test --- p.181 / Chapter Appendix D- --- Input I --- p.185 / Chapter Appendix E- --- Input II --- p.188

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Orientador: Ana Cristina Biondo Salomão / Banca: Sandra Regina Buttros Gattolin de Paula / Banca: Cibele Cecílio de Faria Rozenfeld / Resumo: O estudo de inglês como língua estrangeira remete ao enfoque em aspectos culturais desse idioma, trazendo à tona questionamentos sobre como estes podem ser abordados durante as aulas de forma a gerar reflexões pelos alunos. O presente trabalho apresenta uma análise sobre os aspectos culturais a partir dos gêneros textuais no livro Circles I (2016), livro didático previamente examinado e selecionado por uma comissão nomeada pelo governo federal - de acordo com o Plano Nacional do Livro Didático (PNLD-2018) e, posteriormente, escolhido por professores da rede pública de ensino. Este estudo se mostrou relevante, tanto por trazer a interação entre cultura e gêneros textuais, visto que as pesquisas costumam considerar um aspecto ou outro e não a relação entre ambos, quanto por evidenciar a importância do estudo de cultura em livros didáticos do ensino médio. A pesquisa se deu com base nos conceitos de cultura defendidos por Salomão (2015), Dourado e Poshar (2010), Kumaravadivelu (2002, 2003), Moran (2001), Kramsch (1993, 1998, 2009, 2011), bem como conceitos sobre gêneros textuais conforme Bronckart (1999), Dolz e Schneuwly (2011), Marchuschi (2002, 2003, 2008, 2011), Hammond e Derewianka (2001), entre outros. Trata-se de uma pesquisa documental na qual se analisa um livro didático em uma perspectiva qualitativa interpretativa. Tendo em vista que a coleção Circles (2016) é pautada no ensino por meio de gêneros textuais, este trabalho busca compreender que tipos de gêneros estão pr... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The study of English as a foreign language refers to the focus on cultural aspects of this language, bringing up questions about how these can be addressed during class to generate reflections by the students. This work presents an analysis of the cultural aspects from the textual genres of the book Circles I (2016), a textbook previously examined and selected by a committee appointed by the Brazilian Federal Government - according to "The National Textbook Plan" (Plano Nacional do Livro Didático, PNLD-2018) and subsequently chosen by public school teachers. This study proved to be important for bringing the interaction between culture and text genres, since searches tend to consider one aspect or the other and not the relationship between both, and by highlighting the importance of the study of culture in high school textbooks. The research is based on the concepts of culture defended by Salomão (2015), Dourado e Poshar (2010), Kumaravadivelu (2002, 2003), Moran (2001), Kramsch (1993, 1998, 2009, 2011), as well as concepts about text genres according to Bronckart (1999), Dolz e Schneuwly (2011), Marchuschi (2002, 2003, 2008, 2011), Hammond e Derewianka (2001), and others. It is a documentary research in which a textbook is analyzed in a qualitative interpretative perspective. Considering that the collection Circles (2016) is based in teaching through genres, this work seeks to understand what types of genres are presented in the textbook Circles I (2016) and how they may con... (Complete abstract click electronic access below) / Mestre

Man, Ming Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background to This Study --- p.1 / Chapter 1.2 --- Purpose of This Study --- p.2 / Chapter 1.3 --- Significance of This Study --- p.3 / Chapter 1.4 --- Organization --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Pre-Firth and Wagner (1997) --- p.7 / Chapter 2.2.1 --- The Social Psychological Perspective --- p.7 / Chapter 2.2.2 --- The Cognitive-situated Perspective --- p.8 / Chapter 2.3 --- Post-Firth and Wagner (1997) --- p.9 / Chapter 2.3.1 --- Post-structuralist Perspective --- p.9 / Chapter 2.3.2 --- The Process-oriented Perspective --- p.12 / Chapter 2.4 --- SLA Motivation Research in FL Context --- p.14 / Chapter 2.5 --- Language Learning Context in Hong Kong --- p.18 / Chapter 2.5.1 --- English Learning Context in Hong Kong --- p.18 / Chapter 2.5.2 --- Japanese Learning Context in Hong Kong --- p.20 / Chapter 2.6 --- Empirical Studies on Language Learning in Hong Kong --- p.22 / Chapter 2.6.1 --- Empirical Studies on English Learning in Hong Kong --- p.22 / Chapter 2.6.2 --- Empirical Studies on Japanese Learning in Hong Kong --- p.25 / Chapter 2.7 --- Summary --- p.28 / Chapter CHAPTER 3 --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Research Design --- p.30 / Chapter 3.3 --- Participants --- p.31 / Chapter 3.3.1 --- Selection Criteria for the Questionnaire Survey Participants --- p.31 / Chapter 3.3.2 --- Selection Criteria for the Semi-Structured Interview Participant --- p.32 / Chapter 3.3.3 --- Demographic and Language Background --- p.33 / Chapter 3.4 --- Instrumentation --- p.40 / Chapter 3.4.1 --- Questionnaire Survey --- p.41 / Chapter 3.4.2 --- Semi-structured Interviews --- p.43 / Chapter 3.5 --- Procedures --- p.44 / Chapter 3.6 --- Data Processing and Analysis --- p.46 / Chapter 3.7 --- Validity and Reliability --- p.47 / Chapter 3.8 --- Ethics --- p.48 / Chapter 3.9 --- Limitation --- p.49 / Chapter 3.10 --- Summary --- p.50 / Chapter CHAPTER 4 --- FINDINGS´ؤSURVEYS --- p.52 / Chapter 4.1 --- The Demographic Profiles of the Participants --- p.52 / Chapter 4.2 --- Linguistic Profiles of the Participants --- p.54 / Chapter 4.3 --- The Participants´ة Travel Experiences --- p.58 / Chapter 4.4 --- Scale Reliability --- p.60 / Chapter 4.5 --- The Mean Scores for the Scales --- p.62 / Chapter 4.6 --- Correlations between the Scales --- p.64 / Chapter 4.7 --- Adjectives Used to Describe English and Japanese Languages --- p.74 / Chapter CHAPTRE 5 --- FINDINGS´ؤINTERVIEWS --- p.76 / Chapter 5.1 --- The English Language --- p.76 / Chapter 5.1.1 --- Linguistic Onset --- p.76 / Chapter 5.1.2 --- Integrativeness --- p.77 / Chapter 5.1.3 --- Attitudes towards the L2 Speakers / Community --- p.78 / Chapter 5.1.4 --- Instrumentality --- p.85 / Chapter 5.1.5 --- Attitudes towards the L2 --- p.86 / Chapter 5.1.6 --- Milieu --- p.86 / Chapter 5.1.7 --- The Classroom Learning Experience --- p.88 / Chapter 5.1.7.1 --- ELTU Courses --- p.88 / Chapter 5.1.7.2 --- Secondary School Learning Experience --- p.90 / Chapter 5.1.8 --- Cultural Interest --- p.99 / Chapter 5.1.8.1 --- Songs --- p.99 / Chapter 5.1.8.2 --- TV Programs --- p.100 / Chapter 5.1.8.3 --- Films --- p.100 / Chapter 5.1.8.4 --- Books --- p.101 / Chapter 5.1.8.5 --- Cartoons --- p.102 / Chapter 5.1.8.6 --- Other Aspects --- p.102 / Chapter 5.2 --- The Japanese Language --- p.103 / Chapter 5.2.1 --- Linguistic Onset --- p.104 / Chapter 5.2.2 --- Integrativeness --- p.105 / Chapter 5.2.3 --- Attitudes towards the L2 Speakers / Community --- p.107 / Chapter 5.2.4 --- Milieu --- p.110 / Chapter 5.2.5 --- Classroom Learning Experience --- p.112 / Chapter 5.2.6 --- Cultural Interest --- p.118 / Chapter 5.2.6.1 --- Songs --- p.118 / Chapter 5.2.6.2 --- Animation / TV drama / Comics / Films --- p.119 / Chapter 5.2.6.3 --- Electronic Games --- p.122 / Chapter 5.2.6.4 --- Web Sites --- p.122 / Chapter 5.3 --- Global Orientation --- p.123 / Chapter 5.3.1 --- "Willingnes to Travel, Work, or Study in Another Country" --- p.123 / Chapter 5.3.2 --- Exchange Programs --- p.127 / Chapter 5.3.3 --- Current Affaires --- p.128 / Chapter 5.4 --- Summary --- p.129 / Chapter CHAPTER 6 --- DISCUSSION --- p.135 / Chapter 6.1 --- Pre-actional Stage --- p.135 / Chapter 6.1.1 --- Ideal L2 Self and Integrativeness --- p.135 / Chapter 6.1.2 --- Ought-to L2 Self and Instrumentality --- p.139 / Chapter 6.2 --- Actional Stage --- p.143 / Chapter 6.3 --- Post-actional Stage --- p.148 / Chapter 6.3.1 --- Motivation Maintenance --- p.148 / Chapter 6.3.2 --- Demotivation --- p.150 / Chapter 6.4 --- Motivational Change --- p.152 / Chapter CHAPTER 7 --- CONCLUSION --- p.155 / Chapter 7.1 --- Research Questions --- p.155 / Chapter 7.1.1 --- Research Question One --- p.155 / Chapter 7.1.2 --- Research Question Two --- p.157 / Chapter 7.1.3 --- Research Question Three --- p.158 / Chapter 7.2 --- Implications --- p.159 / Chapter 7.2.1 --- For English Teachers --- p.159 / Chapter 7.2.2 --- For Japanese Teachers --- p.160 / Chapter 7.2.3 --- Limitations of the Present Study and Implications for Future Studies --- p.161 / References --- p.163 / APPENDIX A: ENGLISH L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.174 / APPENDIX B: JAPANESE L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.181 / APPENDIX C: GUIDED QUESTIONS FOR INTERVIEW ONE --- p.188 / APPENDIX D: APPLICATION LETTER TO THE JAPANESE SUMMER COURSE TEACHERS --- p.193 / APPENDIX E: PARTICIPANT RECRUITMENT FORM --- p.194 / APPENDIX F: QUESTIONNIARE CONSENT FORM FOR THE PARTICIPANTS --- p.195 / APPENDIX G: INTERVIEW CONSENT FORM FOR THE PARTICIPANTS --- p.196 / APPENDIX H: TRANSCRIPTIONS FOR FIRST-ROUND INTERVIEWS --- p.197 / Amanda´ةs Interview Transcription --- p.197 / Candy´ةs Interview Transcription --- p.220 / Elaine´ةs Interview Transcription --- p.242 / Katy´ةs Interview Transcription --- p.256 / Matt´ةs Interview Transcription --- p.277 / Ricky´ةs Interview Transcription --- p.292 / Sean´ةs Interview Transcription --- p.309 / Tim´ةs Interview Transcription --- p.330 / APPENDIX I: TRANSCRIPTIONS FOR SECOND-ROUND INTERVIEWS --- p.347 / Amanda´ةs Interview Transcription --- p.347 / Candy´ةs Interview Transcription --- p.357 / Elaine´ةs Interview Transcription --- p.365 / Katy´ةs Interview Transcription --- p.374 / Matt´ةs Interview Transcription --- p.384 / Ricky´ةs Interview Transcription --- p.393 / Sean´ةs Interview Transcription --- p.403 / Tim´ةs Interview Transcription --- p.413

Thesis (M. Ed. (Science Education)) -- University of Limpopo, 2019 / The purpose of the study was to investigate the effect of Jigsaw Method on Grade 12 learner’s performance in reaction rates in Maleboho Central circuit as one of the improvement strategies. A quasi-experimental design with the Experimental Group (EG) and the Control Group (CG) was utilised to determine the effect of the Jigsaw Method on learners’ performance as compared to the chalk-and-talk approach. The population of the study was made up of 315 Physical Science learners from ten schools that offer Physical Science in Maleboho Central Circuit. Two poorest performing schools from the same circuit were selected purposively from the population. One class at School A and another at School B were selected randomly as EG and CG, respectively. The sample consisted of 21 learners from school A (EG) and 23 learners from school B (CG). An achievement test with 21 open-ended questions was used as a pre-test as well as a post-test. Data from the tests were analysed using descriptive statistics. In the experimental group, the findings indicated that there was a significant difference between pre-test scores and posttest scores with p=.022. According to the results from Cohen’s d (-0.94), the gain was large in EG as evidenced by the effect size (-0.95). The results of the t-test (t= 9.54, p=0.00) indicated that there was a statistical significance between the posttests of EG and CG. Data analysed through ANCOVA (p=0.00) revealed that the Jigsaw Method was more effective than the traditional chalk-and-talk approach. Employing the Jigsaw Method in the Science classroom can help teachers to promote learners’ participation and hence to improve their academic performance.

A typological implicational universal based on a diverse sample of the world's languages describes a hierarchy for interrogatives. The universal hierarchy states that in any given language, inversion in Yes-No questions (YNQs) implies inversion in information questions (WHQs in English), which, in turns implies the fronting of the information word pronoun to sentence-initial position. Several researchers have proposed that typological implicational universals such as this one for interrogatives may constrain not only the primary languages on which they are based, but also the interlanguages of second language learners. This study, a partial replication of one by Eckman, Moravcsik, and Wirth (1989), examined second language acquisition data to determine whether constraints of the interrogative universal were evident in the interlanguages of learners of English as a second language. It was hypothesized that learners' control of WH-word fronting would exceed their control of WHQ inversion, which, in turn, would exceed their control of YNQ inversion. Data were elicited in oral interviews with 32 Japanese-speaking learners of English. The task of the subjects during the interviews was to ask questions in order to discover the story partially told by a grid of puzzle-like drawings. The interviews were tape-recorded, the recordings transcribed, and the transcribed interrogative forms analyzed. Two methods of data analysis showed strong support for the hypothesis. A third method of analysis revealed that seven subjects produced patterns of interrogatives not predicted by the universal; six of the exceptions could be resolved using an argument also used by Eckman et al. (1989) in explaining their exceptions.

Researchers in the cognitive sciences, and in particular those in acoustic phonetics, investigate the acoustic properties in the speech signal that enable listeners to perceive particular speech sounds. Temporal cues have been found to convey information about the linguistic content of an utterance. One acoustic characteristic that is particularly well documented in American English is the difference in vowel duration preceding voiced and voiceless consonants, which has been found to play a role in the perception of the voicing of postvocalic word-final consonants. Research on vowel duration and its role in the perception of the voicing distinction of the following consonant has primarily involved data from native English speakers. The purpose of the present study was to investigate the vowel durations preceding word-final voiced and voiceless stops in the English production of four native Spanish speakers. This study sought to determine if differences in vowel duration are exhibited preceding voiced and voiceless consonants in the English production of the native Spanish speakers, and to determine if the vowel durations affected the perception of the voicing distinction of the postvocalic stop by four native English speakers A significant effect of voicing on the vowel durations in the English production of the native Spanish speakers was found. However, the degree of variation in the vowel lengths with respect to voicing was much less than the degree of difference exhibited in native English, and similar to the variation produced in native Spanish. The average mean difference in length with respect to the voicing of the following consonant was 17.8 msec. in the present study. In native English the mean difference between vowels preceding voiced and voiceless consonants ranges from 79 msec. to 92 msec. and in Spanish the average mean difference is 18 msec. Statistical analysis performed to quantify the contribution of vowel duration on the perception of the voicing distinction found only minimal affect. It was concluded that although the cue of vowel duration variation was present in the speech signal of this data, the listeners generally did not utilize it as a cue to the voicing distinction of the following stops.