• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 39
  • 11
  • 8
  • 6
  • 5
  • 1
  • Tagged with
  • 151
  • 151
  • 50
  • 38
  • 32
  • 28
  • 23
  • 22
  • 21
  • 20
  • 19
  • 18
  • 18
  • 17
  • 15
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

La huella de la amistad en los exilios de Concha Méndez

Trallero Cordero, Maria del Mar, 1975- January 1900 (has links)
Thesis (M. A.)--Texas A&M University, 2004. / "Major Subject: Modern Languages" Title from author supplied metadata (automated record created on Feb. 17, 2005.) Vita. Abstract. Includes bibliographical references.
32

Spatially cohesive visuals as mediators of verbal learning and recall in second language acquisition

Miller, Jacqueline Hilda. January 1984 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-148).
33

The Terán de los Ríos-Massanet Expedition of 1691 a scholarly edition and comparative study /

Jordan, Sheila Pat, January 1900 (has links)
Thesis (M. A.)--Texas A&M University, 2004. / "Major Subject: Modern Languages" Title from author supplied metadata (automated record created on Sep. 21, 2005.) Vita. Abstract. Includes bibliographical references.
34

Alonso de León's 1690 expedition diary into Texas an edition and study of the Spanish texts with semi-paleographic transcriptions /

McLain, Jana Dale, January 1900 (has links)
Thesis (M. A.)--Texas A&M University, 2005. / "Major Subject: Modern Languages" Title from author supplied metadata (automated record created on Apr. 14, 2006.) Vita. Abstract. Includes bibliographical references.
35

Leonard Bloomfield and the phonology of the Menomini language.

Bever, Thomas Gordon January 1967 (has links)
Massachusetts Institute of Technology. Dept. of Modern Languages and Linguistics. Thesis. 1967. Ph.D. / Bibliography: leaf [152]. / Ph.D.
36

Kokugaku grammatical theory.

Bedell, George Dudley, IV January 1968 (has links)
Massachusetts Institute of Technology. Dept. of Modern Languages and Linguistics. Thesis. 1968. Ph.D. / Vita. / Includes bibliographies. / Ph.D.
37

An evaluation of the traditional and conversational methods of teaching foreign languages.

McCarthy, Mary-Jane 01 January 1951 (has links) (PDF)
No description available.
38

Konvergenzen in einigen europäischen kultursprachen ein deutsch-englisch-französisch-italienisch-spanisch-russischer Übersetzungsvergleich /

Koppenburg, Rudolf, January 1976 (has links)
Thesis--Tübingen. / Vita. Includes bibliographical references (p. 381-387) and index.
39

A blueprint for language study in the Buckland-Colrain-Shelburne School Union.

Chase, J. Ardelle 01 January 1963 (has links) (PDF)
No description available.
40

It's good to talk : an investigation into target language use in the modern languages classroom

Crichton, Hazel January 2011 (has links)
Although there is a considerable body of research into various aspects of the teaching and learning of English as a foreign language, there appear to be few studies into the teaching of modern foreign languages (ML) to adolescents in the context of a secondary school setting. This thesis reports the findings of research aimed at identifying the strategies that ML teachers, considered examples of good practice, used to engage secondary school learners in interaction in the target language (TL) with the objective of developing their communicative competence. Four teachers’ lessons with their pupils aged 14-15, in their third year of learning a foreign language at secondary school, were observed and audio-recorded. Three of each of the teachers’ observed lessons were subjected to fine grained analysis with the aim of delineating their TL moves which appeared to influence pupils so that they used the TL themselves readily to communicate meaning ‘naturally’ as well as to practise structures in more controlled exercises. The teachers and a sample of their pupils were subsequently interviewed to provide confirmation or disconfirmation of initial patterns arising from examination of the observational data set. Although the data were analysed predominantly qualitatively, quantitative methods were also employed to provide a clear picture of the teachers’ TL use and the way it was deployed to assist learners in developing effective communicative skills. Goffman’s (1981) production and Wadensjö’s (1998) reception formats, not normally associated with the classroom, were considered appropriate to describe the participation frameworks within which the development of the learners’ communicative proficiency was supported. The findings display ways in which the TL used by the teachers helped to create a secure collaborative atmosphere where pupils were disposed to respond in the TL. The teachers’ use of different ‘types’ of TL, depending on the focus in the lesson, was viewed as supporting learners in preparation for communicating their own meaning in exchanges in ‘real world’ interaction outside the classroom. A particularly successful scaffolding strategy employed by the teachers was the provision of TL cues offered to the learners before they responded to initiations which enabled them to express their meaning in the TL. Revoicing of learners’ incomplete TL utterances also appeared successful in supporting learners to use their limited language resource effectively. Through its close analysis of classroom talk, this thesis offers an important contribution to the understanding of the complex nature of interaction in the ML classroom and the role that teachers’ use of TL plays in assisting adolescent learners to develop TL communication skills in interaction. Beginning teachers, as well as those more experienced practitioners, should benefit from the strategies identified, which appear to highlight the importance of establishing a collaborative classroom ethos which supports the learners, allowing them to contribute in the TL successfully.

Page generated in 0.1006 seconds