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Developing interactional competence in a second language : as case study of a Spanish language learnerDings, Abigail, 1970- 18 August 2011 (has links)
Not available / text
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MODELING TO FACILITATE THE PRODUCTION OF SELECTED ORAL LANGUAGE PATTERNS IN THE ELEMENTARY CLASSROOMMinich, Joan Summe, 1931- January 1974 (has links)
No description available.
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Objectives in the teaching of two years of Spanish in the high schools of ArizonaBooth, Jonathan L. January 1933 (has links)
No description available.
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Breadth and depth of English vocabulary knowledge : which really matters in the academic reading performance of Chinese university students?Huang, Hsing-Fei, 1979- January 2006 (has links)
This study explored the relationship between vocabulary size (i.e., breadth of knowledge), depth of vocabulary knowledge, and reading comprehension of Chinese-speaking ESL (English as a second language) university students in Canada. Both aspects of vocabulary knowledge, breadth and depth, continue to play roles in vocabulary research. Few studies, however, have focused on which aspect plays the predominant role in L2 reading. Using three language tests---the GRE (Graduate Record Examinations) for reading comprehension, Nation's (1990) Vocabulary Levels Test, and Read's (1998) Word Associates Test---and verbal reports, the general purpose of the study was to examine the relationship between vocabulary knowledge and reading comprehension, and the specific focus was to find out which aspect of vocabulary knowledge, breadth or depth, has greater impact on determining reading comprehension performance. The results demonstrate that (1) test scores on vocabulary size, depth of vocabulary knowledge, and reading comprehension are positively correlated, (2) vocabulary size is a stronger predictor of reading comprehension than depth of vocabulary knowledge, and (3) breadth and depth of vocabulary knowledge are closely interrelated and mutually facilitative. The findings suggest the importance of vocabulary size in reading comprehension for the population tested.
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A study of Chinese students' academic listening needs for academic success in Canadian universities /Shen, Ying, 1974- January 2007 (has links)
With English becoming a world language, an increasing number of non-native-English-speaking (NNES) students are pursuing studies in English-medium universities. Of these NNES students, Chinese students constitute a large proportion. Most of these Chinese students are NNES and need English language support to help them meet academic demands in English-speaking settings. However, there are a very limited number of studies conducted on linguistic needs and deficiencies among Chinese students at English-speaking universities in Canada. / The main objective of this thesis is to discover Chinese students' perceptions of academic English listening competence and to investigate their academic listening needs for academic success at Canadian universities. This small-scale study at two Canadian universities, conducted through a questionnaire survey and follow-up interviews, fills a gap in the limited number of studies concerning Chinese students' language-development needs at Canadian universities. / Findings of this study support the following points. Firstly, Chinese students think that having sufficient English academic listening competence is crucial and necessary for academic success in academic English settings. Secondly, Chinese students still have difficulties in various academic listening skills, and factors that affect students' listening comprehension are both linguistically and socio-culturally related to the new settings. Thirdly, Chinese students still need target-language linguistic support even though they are admitted into English-medium universities. Finally, apart from academic listening competence, Chinese students report deficiencies in academic writing, reading and speaking as well. In addition, this study also suggests that Chinese students may lack good strategies for enhancing their English-language proficiency.
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The rites of transition : voices of Hong Kong exchange students in Canadian tertiary contextsShen, Margaret Yin Man 11 1900 (has links)
This study aimed to explore the complexity and interrelationships of language, culture and
identity from the learners' perspectives. The focus of the study was on the exchange
experiences of five Hong Kong students in the Canadian tertiary contexts. The participants
were bilingual learners. They came from an educational background which emphasized
English as a medium of instruction. In Canada, the students had the language competence
to integrate into mainstream courses during their one year stay. This study questioned
whether language was also their passport into a new culture.
The study was divided into two phases. The first phase was a pilot study (January 1997-
May 1997). Emergent themes from the pilot study guided the research questions in the
second phase of the study ( October 1997 - July 1998). The methodology employed in
this study emphasized a naturalistic inquiry approach and co-authorship with the
participants. The research focused on a multiple case study approach with an
ethnographic link to highlight the interpretive and sociocultural perspectives of the study.
Research strategies included direct and participant observation, home visit, e-mail, phone
conversation, informal interview, intensive discussion, secondary informant, artifact and
metaphor. Personal narratives were central to the discussions in data analysis.
Data collected in the study support the learner agency framework on the issue of social
identity. Themes which emerged from the research process suggest multiple voices,
multiple interpretations and multiple realities in the process of language socialization.
Many interactive variables in the social contexts influence the construction and
reconstruction of knowledge on language, culture and identity. Language socialization is
a complex interweave of meanings between the individual and the environment.
Ambivalence, contradictions and uncertainties are recurring themes in the rites of
transition. Learners are empowered by their awareness and agency in their struggle. They
are active agents of their identities, roles and status in changing sociocultural settings.
This study urges the need for language educators to include voices of the learners in
language research and to re-examine the notions of language power, cultural diversity,
social access, claim of ownership, learner investment and human agency in language
pedagogy.
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A case study of curriculum and material evaluation : elementary English as a foreign language in South KoreaKim, Hyun Jung, 1976- January 2001 (has links)
English as a foreign language (EFL) is quite different from English as a second language (ESL) in many respects. Few EFL studies, however, have been conducted with consideration given to the unique EFL environment. This case study of South Korean elementary EFL was designed to evaluate the previous (1997--2000) and new (2001-- ) curricula and materials based on the researcher's experience and a review of the literature. / This study first suggests communicative language teaching (CLT) criteria appropriate for elementary school pupils who are beginning to learn EFL in Korea, and then evaluates the two CLT-based curricula for the 4th grade based on the suggested criteria. Second, this study aims to examine the two different material sets for the two curricula focusing on spoken language communicative activities. For the material comparison, the Sisayoungasa Co. material set, one of 16 sets based on the previous curriculum, is compared to the new material set based on the 7th curriculum. / Perceptions of the curriculum and material change were considered from three perspectives: three teachers, a policy maker and a researcher. It was revealed that opinions from the three perspectives vary considerably. The study also found that despite the recent attempt to implement CLT-based elementary EFL, there are still deficiencies in the Korean elementary EFL curriculum and materials.
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Functional projections in child second language acquisition of FrenchGrondin, Nathalie D. January 1992 (has links)
Recently, there has been growing interest in the status of functional projections (i.e. the determiner phrase (DP), the inflectional phrase (IP), and the complementizer phrase (CP)) in first language (L1) development. / The purpose of this study of child second language (L2) acquisition was to determine the status of functional projections in the first months of L2 development. Data from two child subjects (with English as their L1) acquiring French as an L2 were examined for evidence of DP, IP and CP. The results show that all functional projections are present in the grammar from the earliest months of child L2 development. The implications of this finding for L1 and L2 acquisition theories are discussed.
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A socio-cultural-historical analysis of six Korean students' experiences in L2 learning contexts : learner agency and symbolic power / Che 2 ŏnŏ haksŭp sanghwang e innŭn han'guk haksaeng yŏsŏt myŏng ŭi kyŏnghŏm e taehan sahoe munhwa chŏk chŏpkŭn punsŏk :Lee, Heekyeong, 1971- January 2005 (has links)
This inquiry explores six Korean students' personal narratives about their living and learning experiences in their study abroad contexts. My goal is to examine the relationships between learner agency and symbolic power embedded in these six students' second language (L2) sociocultural contexts such as school, home and communities. The theoretical framework is derived primarily from Vygotskian sociocultural theory, Bakhtinian dialogic theory, and Bourdieuian critical approach to language practices. Drawing on an interpretive qualitative approach, I examine social, cultural, historical and political forces that influence the ways these students perceive, evaluate and negotiate their challenges and struggles in their social worlds. In a conventional approach to language studies, students are often seen as passive objects to be controlled by task instructions provided by classroom teachers. A growing number of L2 researchers challenge the artificial distinction between language learners and their social worlds. They emphasize that L2 learning should go far beyond mastery of vocabulary and syntax. However, over-simplified understanding of sociocultural influences on L2 practices can stereotype L2 students from the same cultural background assuming they share similar knowledge, beliefs and values. A reductionistic stance of culture has the danger of neglecting the complexity of L2 individuals' different voices and meaning-making processes. I argue that these L2 learners are far more complex than just 'ESL students' or 'non-native speakers'. I collected the participants' narratives for a six-month period primarily through open-ended interviews, including a variety of documentation such as samples of course work, personal notes, emails, and field notes. The analyses of the data suggests that although all six participants share certain commonalities such as being Korean and being educated in a Korean national educational system, they are quite diverse in the challenges they experience and types of symbolic power they perceive, evaluate and negotiate in their different social worlds. While engaging in various L2 literacy practices, they were consciously crossing different social spaces, taking different positionings, and negotiating among multiple beliefs, values and meanings about social relations of power. Their agency to negotiate the complex social relations of power manifests in the ways they invest in achieving different forms of capital, such as 'cheong' relationships as social capital and searching for meaning in life as spiritual capital. The data implies that L2 students are complex yet active social agents. Thus, these students' struggles in their L2 learning processes should be conceived as a complex process of exercising learner agency in their multiple social worlds, rather than be attributed only to cognitive capability or lack of motivation.
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Error analysis : a psycholinguistic study of Thai English compositions.Brudhiprabha, Prapart January 1972 (has links)
No description available.
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