Thesis (Ph. D.)--University of Michigan, 1985. / Includes bibliographical references (leaves 179-191).

Thesis (doctoral)--Universität Hamburg, 2001. / Description based on print version record. Includes bibliographical references and indexes.

Thesis (doctoral)--Universitat Hamburg, 2001. / Includes bibliographical references and indexes.

No description available.

No description available.

Cai, Jing. / "August 2010." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 142-161). / Abstracts in English and Chinese; some appendixes in English and Chinese. / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter CHAPTER TWO --- p.4 / Chapter 2.1 --- Introduction --- p.4 / Chapter 2.2 --- What is transfer? --- p.4 / Chapter 2.2.1 --- History and development of transfer research --- p.4 / Chapter 2.2.2 --- The problem of definition-transfer or CLI? --- p.7 / Chapter 2.2.3 --- Interlanguage transfer --- p.9 / Chapter 2.3 --- What can be transferred? --- p.10 / Chapter 2.3.1 --- Different types of transfer --- p.10 / Chapter 2.3.2 --- Transfer in comprehension- an ignored area in the transfer study --- p.13 / Chapter 2.4 --- The study of third language acquisition (TLA) and CLI in TLA --- p.15 / Chapter 2.4.1 --- Factors that influence transfer in the multilingual context --- p.15 / Chapter 2.4.2 --- The role of (psycho) typology in the cross-linguistic influence of TLA --- p.18 / Chapter 2.4.3 --- The role of L2 proficiency --- p.21 / Chapter 2.5 --- Methodological considerations in the study of transfer --- p.23 / Chapter 2.5.1 --- Research using think-aloud protocol in reading comprehension --- p.25 / Chapter 2.5.2 --- Think-aloud protocol in the study of transfer --- p.26 / Chapter 2.5.3 --- Controversies and limitations in using the think-aloud method --- p.27 / Chapter 2.6 --- "A contrastive analysis of tense and aspect in Chinese, English and French" --- p.29 / Chapter 2.6.1 --- Tenses in French and in English --- p.29 / Chapter 2.6.2 --- Aspectual systems of French and English --- p.30 / Chapter 2.6.3 --- Tense and aspect in Mandarin Chinese --- p.34 / Chapter 2.6.4 --- Passe compose in French --- p.35 / Chapter 2.7 --- "Pilot studies: findings, implications and modifications" --- p.38 / Chapter 2.7.1 --- "The first pilot study (June, 2009)" --- p.38 / Chapter 2.7.2 --- "The second pilot study (July, 2009)" --- p.39 / Chapter 2.7.3 --- "The third pilot study (July, 2009)" --- p.40 / Chapter 2.8 --- Research questions --- p.43 / Chapter CHAPTER THREE --- METHODOLOGY --- p.44 / Chapter 3.1 --- Participants --- p.44 / Chapter 3.2 --- Sampling procedure --- p.44 / Chapter 3.3 --- Data collection technique: The think-aloud protocol --- p.46 / Chapter 3.4 --- The warming-up (training) session of TAP --- p.47 / Chapter 3.5 --- Research design --- p.48 / Chapter 3.5.1 --- Task one: On-line comprehension task --- p.48 / Chapter 3.5.2 --- Task Two: a test on English past and perfect tenses --- p.51 / Chapter 3.5.3 --- Task three: a follow-up interview --- p.52 / Chapter 3.6 --- Materials --- p.53 / Chapter 3.7 --- Data processing --- p.54 / Chapter 3.8 --- Data analysis --- p.55 / Chapter CHAPTER FOUR --- GENERAL RESULTS --- p.57 / Chapter 4.1 --- Introduction --- p.57 / Chapter 4.2 --- General results on how the tasks were completed --- p.57 / Chapter 4.3 --- Describing the coding scheme --- p.60 / Chapter 4.3.1 --- The criterion for judging the case of transfer and its category --- p.64 / Chapter 4.4 --- Answers to Research Question 1 --- p.67 / Chapter 4.5 --- Answers to Research Question 3 --- p.71 / Chapter 4.5.1 --- Some general descriptive analysis of transfer in tense and aspect --- p.71 / Chapter 4.5.2 --- Relationship between transfer (in tense and aspect) and other variables --- p.73 / Chapter 4.6 --- Answers to Research Question 4 --- p.80 / Chapter 4.6.1 --- Different causes for errors in tense and aspect- ProE and ProF --- p.82 / Chapter 4.7 --- General results of Research Question 2 --- p.84 / Chapter 4.8 --- Conclusion --- p.97 / Chapter CHAPTER FIVE --- DISCUSSION --- p.99 / Chapter 5.1 --- Introduction --- p.99 / Chapter 5.2 --- Research questions readdressed --- p.99 / Chapter 5.3 --- Discussion of Research Question 1 --- p.100 / Chapter 5.4 --- Discussion of Research Question 3 --- p.104 / Chapter 5.4.1 --- General descriptive analysis --- p.104 / Chapter 5.4.2 --- Discussion of the relationship between transfer in tense and aspect and other variables related to L2 proficiency --- p.104 / Chapter 5.5 --- Discussion of Research Question 4 --- p.111 / Chapter 5.6 --- Discussion of Research Question 2 --- p.114 / Chapter 5.6.1 --- System transfer from Chinese in tense and aspect --- p.115 / Chapter 5.6.2 --- Patterns of transfer from English in tense and aspect- a dynamic system --- p.117 / Chapter 5.6.3 --- Cross-linguistic interaction in third language acquisition --- p.126 / Chapter 5.7 --- Conclusion --- p.129 / Chapter CHAPTER SIX --- "IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH" --- p.132 / Chapter 6.1 --- Introduction --- p.132 / Chapter 6.2 --- Implications for L3 instructions --- p.132 / Chapter 6.3 --- Limitations of the current study --- p.136 / Chapter 6.4 --- Suggestions for future research --- p.140 / BIBLIOGRAPHY / APPENDICES

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

Thesis (M.A.)--Brigham Young University. Dept. of Center for Language Studies, 2005. / Includes bibliographical references (p. 26-28).

published_or_final_version / Linguistics / Master / Master of Arts

Not available / text