Spelling suggestions: "subject:"anguage study"" "subject:"1anguage study""
161 |
Examining conditions of incidental L2 vocabulary acquisition through readingZahar, Richard M. January 1999 (has links)
No description available.
|
162 |
The development of mother tongue and second language reading in two bilingual education contexts /Riches, Caroline. January 2000 (has links)
No description available.
|
163 |
A study of Chinese students' academic listening needs for academic success in Canadian universities /Shen, Ying, 1974- January 2007 (has links)
No description available.
|
164 |
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)
No description available.
|
165 |
Perceptions and processes of French and English writing in a French immersion programDagenais, Diane January 1989 (has links)
No description available.
|
166 |
The teaching of French in English primary schools 1960-1982 : a philosophical and institutional approach to its emergence and declineBayley, Susan Nancy January 1982 (has links)
No description available.
|
167 |
Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary levelMazwi, Ntombomzi Rose-May 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2000. / Full text to be digitised and attached to bibliographic record. / ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for
Xhosa second language at tertiary level. Central to the task-based approach to second
language learning are the goals of complexity, accuracy and fluency as outcomes. The
principles of task-based instruction to syllabus design are examined as this approach to
syllabus design is believed to provide an effective base for successful second language
acquisition.
Theoretical assumptions as propounded by vanous researchers are discussed paymg
particular reference to the nature of second language learning and teaching pedagogy. Most
linguists agree on the view that Universal Grammar is a constant background against
which any language learning process takes place. Universal Grammar is also viewed as the
faculty which influences second language acquisition. The study will explore the
relationship between second language theory and pedagogy. The Communicative
Language Teaching is advanced in this study as an appropriate method for teaching
language.
The task-based syllabus is discussed with reference to different syllabus types which
exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased
methodology is illustrated. A range of communication tasks for Xhosa is presented
as an example of a task-based course design and analysed according to a task typology to
investigate the communicative value of each task type. Salient functions, notions and
language structures are identified based on Xhosa communicative task dialogues.
It is hoped that Xhosa second language teachers and researchers will pursue the approach
that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with
aspects of Xhosa second language learning and that Xhosa teaching will benefit in a
variety of respects. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir
Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en
vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die
beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie
benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer.
Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers
gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die
meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop
tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat
tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig
bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die
mees gepaste metode vir taalonderrig.
Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes
wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig
en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe
take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe
kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke
taak te ondersoek.
Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die
Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en
navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder
salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir
Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en
vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die
beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie
benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer.
Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers
gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die
meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop
tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat
tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig
bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die
mees gepaste metode vir taalonderrig.
Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes
wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig
en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe
take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe
kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke
taak te ondersoek.
Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die
Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en
navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder
salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer
wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
|
168 |
An investigation into the effectiveness of different dictionary types for intermediate learners of GermanWingate, Ursula. January 2001 (has links)
published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy
|
169 |
Mother tongue reliance and avoidance strategies in second language learning: a study of English majors at fourtertiary institutions in P.R. ChinaShen, Jin, 沈勁 January 2000 (has links)
published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy
|
170 |
A study of collocation in Hong Kong interlanguageLim, Yuk-wan, Grace., 林玉雲. January 1997 (has links)
published_or_final_version / English Studies / Master / Master of Arts
|
Page generated in 0.0497 seconds