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Second language learner speech and intelligibility : instruction and environment in a university settingKennedy, Sara, 1973- January 2008 (has links)
No description available.
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Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate studentsIsaacs, Talia January 2005 (has links)
No description available.
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We Have Conducted A Comprehensive Review Of The Digital Accessibility Of This Content And Made A Good Faith Effort To Ensure It Meets Minimum Accessibility Standards.Jimenez, Aurea M 01 January 2024 (has links) (PDF)
This study explores the influence of bilingualism on personality traits specifically in English and Spanish-bilingual individuals. This examines how linguistic and cultural contexts have an impact on direct personality traits—extraversion, agreeableness, conscientiousness, negative emotionality, and openness. Using a sample of 91 participants, paired samples t-tests were conducted to evaluate differences in personality trait scores between languages and calculated effect sizes to understand the practical significance of these differences. The results demonstrated no statistically significant differences in personality traits across the two languages. Furthermore, effect sizes were small, suggesting that any observed differences were not practically meaningful. While these findings do not support my initial hypothesis that there would be differences in personality traits based on the language used, they demonstrate the consistency of personality traits as measured in bilingual individuals. These results suggest that language does not necessarily alter the way participants perceive or express their personalities.
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Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakersLeung, Yan-kit Ingrid. January 2002 (has links)
No description available.
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Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai MungthaisongSornchai Mungthaisong January 2003 (has links)
"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004
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Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakersLeung, Yan-kit Ingrid. January 2002 (has links)
This thesis investigates non-native language acquisition of the verbal and nominal functional domains in Second language (L2) English and second/third language (L2/L3) French by Chinese and Vietnamese speakers. Six experimental studies are reported. Two current competing theories in the field of theoretical second language acquisition (L2A), namely, the Failed Features Hypothesis (FFH) and the Full Transfer Full Access (FTFA) model are compared and their applicability to third language acquisition (L3A) evaluated in the light of our data. / A version of the Minimalist Program is assumed in this work. Predictions based on FFH and FTFA are as follows: As far as L2A is concerned, both FFH and FTFA predict full transfer of L1 in the L2 initial state. With respect to L3A, FFH predicts the initial state to be L1 while FTFA predicts either L1 or L2. The two models diverge regarding their predictions on the L2/L3 transitional and steady states. In particular, FFH hypothesizes permanent "failure" and persistent L1 influence in L2/L3 interlanguage while FTFA hypothesizes full access and acquirability of target structures. / Three L2/L3 experimental studies on the verbal functional domain (i.e. tense and agreement) and another three on the nominal functional domain (i.e. the Determiner Phrase) were conducted. Subjects include Chinese monolingual learners of English, Vietnamese monolingual learners of French as well as Chinese-English bilingual learners of French. A variety of tasks were used to test the predictions made by the two models. Results demonstrate partial transfer of L1 in the L2 initial state and of L2 in the L3 initial state, and point towards full access in the L2/L3 steady states. These findings do not seem to be consistent with FFH. It appears that FTFA is a more viable theory for non-native language acquisition. We also contend that L3A is not simply another case of L2A.
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Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai MungthaisongSornchai Mungthaisong January 2003 (has links)
"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004
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Mini shared reading: A mediational reading strategyVillagomez, Delia 01 January 2000 (has links)
This project presents a reading strategy in which students who are learning to read are introduced to the reading process in a comprehensible manner regardless if it is in the student's primary language.
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Developing English communicative skills : a reassessment of the role of university departments of English in meeting the needs of English second language studentsSwemmer, Derek January 1992 (has links)
Prompted by increasing demand in South Africa for the development of a focused but flexible English Second
Language (ESL) curriculum at university level, this thesis contends that substantial theoretical under-pinning is
needed for decisions on ESL course materials. Once the theoretical constructs are determined, a model based on a systematic approach to course design is proposed. It maximizes the individualization of experiential learning,
despite the large numbers of students who take these courses, through a multi-form course structure offering
four streams of study at three levels of difficulty. Entry is possible at the start of the year and at mid-year. The empirical research which forms the basis of the study is an analysis of the 1985 student group at the University
of South Africa (UNISA). Several methods are used, including post-course questionnaires, diagnostic assignments and a detailed language and stylistic error count linked with a clause analysis of a sample of
assignments and examination scripts. The model curriculum meets the contextually basic science requirements of a university course, within the parameters of response needed in regard to the ESL student profile determined by the needs and role analysis completed in Chapter 2. Model aims and terminal learning objectives are presented in Chapter 3 as the foundation on which the rest of the thesis is constructed, and include comprehension, applied composition, oral and aural skills, use of reference works, methods of thinking, and occupationally relevant specialist language. In Chapters 4 and 5, in-depth analyses of appropriate course content and methods emphasize the use of Afrocentric English literature in contemporary settings with appropriate readability levels, language in use in specified contexts, development of vocabulary, remedying incorrect usage, comprehension skills, composition skills, development of cognitive processes, oral and listening skills, and the purpose and place of grammar. The final chapters outline approaches to criterion-referenced assessment and evaluation, and suggest appropriate set works and criteria for their selection. The course materials aim at improving English communicative performance. The underlying principles used in developing this course design and its associated materials can be valuably extrapolated and applied at universities and other tertiary institutions. / English Studies / D. Litt et Phil. (English)
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The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of EducationKhumalo, Kwazi Herman 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The writing of this thesis has been an attempt to respond to the problem of
students who do not seem to be able to express themselves succinctly and
clearly in English. Madadeni College of Education enrols students who have
passed grade twelve, at least most of them have passed English. Their passing
English at grade twelve presupposes that they can use English freely during the
teaching and learning situation, for all courses are studied and presented through
the medium of English.
On realising this serious handicap the researcher decided to come up with
something that can probably help contribute in shaping good prospective English
teachers who will in turn teach many generations to come.
There was decided on co-operative learning as the possible technique that can
be used in higher education with the view to influencing students to use English
practically. It needs to be stressed that co-operative learning is a learning
technique or strategy (not a teaching method) that is used to make participants
use English practically.
The central problem of this thesis therefore is that students fail to express
themselves clearly in English. This means the sample of sixty student
participants who were drawn from the primary section of teacher training got
involved in practical co-operative learning activities in order to practice English in
small manageable co-operative learning groups. Co-operative learning is a
special type of group work where each participant is given a specific function or
task to do.
Chapter 1 of this thesis explores the problem of the research and is followed by
the hypothesis. The purpose of the research is spelt out that it is to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participatory learning. The research methodology, which uses a descriptive approach becomes part of
this thesis. It outlines the activities that are part of this research.
Student participants became involved in practical co-operative learning for three
weeks. After these activities had been completed, a questionnaire was
developed and constructed. The purpose of the study was to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participating learning.
Student respondents or participants were respondents.
Chapter 2 deals with a critical review of the literature which was completed
mainly to identify possible solutions and effective ways to educate the next
generations about the problem.
Chapter 3 focuses on the research and the research methodology where a
research design, which spells out the population sample, research procedures
and the design of the questionnaire are central.
Chapter 4 deals with the presentation, analysis, and interpretation of the results.
As a penultimate chapter, the researcher is able to evaluate (from student
participants' responses) the success or the shortfalls of the research.
Chapter 5 focuses on the synthesis of findings, conclusions, recommendations
and the conclusion of this research. / AFRIKAANSE OPSOMMING: Die skryf van hierdie tesis was 'n poging om die probleem aan te spreek van
studente wat dit moeilik vind om hulle duidelik en bondig in Engels uit te druk.
Die meeste studente wat met die vereiste graad 12-kwalifikasie tot Madadeni
Onderwyskollege toegelaat word, het ook in graad 12 in Engels geslaag. Dit
veronderstel dat hulle tydens die onderrig-en-Ieerproses Engels met gemak
behoort te kan gebruik, maar dit is ongelukkig nie so nie. Alle kursusse by
genoemde kollege word deur medium Engels aangebied.
Hierdie ernstige leemte ten opsigte van Engels waarmee die studente te kampe
het, het die navorser gemotiveer om 'n bydrae te maak tot die ontwikkeling van
goeie Engelse onderwysers wat vir vele toekomstige geslagte waardevolle
onderrig kan gee.
Daar is besluit om kooperatiewe leer in die navorsing te gebruik as In moontlike
tegniek wat in hoër onderwys aangewend kan word ten einde studente aan te
moedig om Engels te gebruik. Daar word beklemtoon dat kooperatiewe leer 'n
leertegniek of -strategie is (nie 'n leermetode nie) wat gebruik word om
deelnemers te motiveer om Engels in die praktyk te gebruik.
Die kernprobleem waarmee hierdie tesis te make het, is dat studente hulle nie
duidelik in Engels kan uitdruk nie. Die steekprroef van 60 studente wat vanuit die
primêre afdeling van onderwyseropleiding getrek is, het betrokke geraak by
praktiese kooperatiewe leer-aktiwitete, om sodoende in klein, beheerbare
kooperatiewe groepe Engels te praat. Kooperatiewe leer is 'n spesiale soort
groepwerk waar elke deelnemer 'n spesifieke funksie vervul, of 'n besondere taak
het om uit te voer.
Hoofstuk 1 van hierdie tesis ondersoek die navorsingsprobleem. Die hipotese
volg daarop. Die doel van navorsing word uiteengesit, naamlik om te ondersoek en te diagnoseer hoe koëperatiewe leer aangewend kan word om studente se
taalvaardigheid in Engels te verbeter deur aktiewe en deelnemende leer.
Die navorsingsmetodologie, wat 'n beskrywende benadering volg, is deel van
hierdie tesis, en dit skets die aktiwiteite wat deel uitmaak van hierdie navorsing.
Deelnemende studente was vir drie weke lank betrokke by praktiese
koëperatiewe leer. Daarna is 'n vraelys geïmplementeer. Die doel van die studie
was die ondersoek en diagnose van hoe koëperatiewe leer as instrument gebruik
kan word om studente se "engels-sprekende" vermoëns deur aktiewe en
deelnemende leer te bevorder.
Hoofstuk 2 is 'n kritiese oorsig van die literatuurstudie, wat hoofsaaklik gerig is op
moontlik oplossings en effektiewe maniere om nuwe studente aan die probleem
bloot te stel.
Hoofstuk 3 belig die navorsing en die navorsingsmetodologie. 'n Navorsingsontwerp
wat die steekproef, navorsingsprosedures en die vraelysontwerp
uiteensit, staan sentraal.
Hoofstuk 4 behandel die aanbieding, ontleding en interpretasie van die resultate.
Uit die deelnemende studente se reaksie poog die navorser om die suksesse en
tekortkominge van die probleemgebied te bepaal.
Hoofstuk 5 sluit die tesis af met 'n sintese van die bevindinge, afleidings en
aanbevelings van die navorsing.
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