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  • 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.
1

How experience shapes individual differences among second language learners a biographical study of Hong Kong learners in five age groups /

Chik, Hsia-hui, Alice. January 2008 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2008. / Also available in print.
2

How experience shapes individual differences among second language learners : a biographical study of Hong Kong learners in five age groups /

Chik, Hsia-hui, Alice. January 2008 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2008. / Also available online.
3

Perceptions of Taiwanese students to English learning as functions of self-efficacy, motivation, learning activities and self-directed learning /

Teng, Kuei-Hsun. January 1900 (has links)
Thesis (Ph. D.)--University of Idaho, 2005. / Abstract. "April 2005." Includes bibliographical references (leaves 104-116). Also available online in PDF format.
4

Family influence on children's second language literacy building a case study of Korean families /

Han, Hak-Sun. January 1900 (has links)
Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
5

Variation in phonological error in interlanguage talk

Jenkins, Jennifer January 1995 (has links)
The research begins with an examination of the problems attending the growth in the use of English as a lingua franca between non-native speakers. It is argued that vanable first-language specific phonological 'errors' generate much of the miscommunication that is a characteristic of such interlanguage talk (ILT), original support for this claim being provided by a pilot study involving non-native speaker postgraduate students. Following a brief reappraisal of the place of language transfer in second language acquisition, its role in interlanguage (IL) phonology is examined in detail. Phonological transfer is revealed as a central and complex feature of the developing IL The theoretical position is exemplified by a selection of phonological transfer errors drawn from ILT classroom observation, such errors being redefmed in seriousness according to a taxonomy of new criteria based essentially on their effects on ILT communication. The extensive variation to which these taxonomic errorS are subject is discussed in the light of current theories of IL variation, and Accommodation Theory is concluded to have the greatest potential to account for phonological transfer or variation in ILT. The motivations underlying the accommodative processes of convergence and divergence are discussed and the framework is then extended to a motivation considered more salient in ILT: that of interlocutor comprehensibility. Two empirical studies investigate phonological variation in ILT from an accommodation perspective, the findings leading to the conclusion that while accommodation has an essential role in determining phonological error in ILT, its linguistic manifestation is usually one of suppression and non-suppression rather than of traditional convergence and divergence. Pedagogical implications of the research include the benefits of pair and smallgroup work, thus supporting previous research, and the need for classroom exposure to IL varieties of English.
6

Resolving word sense ambiguity of polysemous words in a second language

Huang, Li-szu. January 2003 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.
7

Rethinking literacy the experiences of five adult ESL instructors incorporating computer-assisted language learning into their teaching practices /

Rajabi, Sholeh Sharon. January 2001 (has links)
Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 96-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66400.
8

A qualitative study of Omani Muslim women's perceived experiences as writers in English as a second language

Jabur, Zainab Mohamed. January 1900 (has links)
Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
9

Vocabulary instruction for English language learners in grades three through five a multivocal synthesis /

Whiteman, Tanya D. January 2008 (has links)
Thesis (Ph. D.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references (leaves 152-162). Online version available on the World Wide Web.
10

Challenges teachers encounter in teaching English reading and writing to the intermediate phase learners in the Uthungulu District schools

Makiwane-Mazinyo, Nokwindla January 2017 (has links)
A dissertation submitted to the Faculty of Education in partial fulfilment of the Degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, 2017 / This study is a descriptive survey designed to investigate challenges teachers encounter in teaching English reading and writing in the uThungulu District schools. This study comprised 44 teachers who were purposely sampled on grounds of availability. Views were sampled through the use of a self-made questionnaire. This study addressed three research questions, namely: (i) what are the challenges teachers encounter in teaching reading in the Intermediate Phase? (ii) what are challenges teachers encounter in teaching writing in the Intermediate Phase? (iii) what factors contribute to difficulties in teaching English reading and writing in the Intermediate Phase? The study used a qualitative and quantitative questionnaire and the survey design. Data were analysed using Statistical Package for Social Sciences (SPSS) resulting in descriptive data. The findings of the study revealed that teachers were faced with numerous challenges which included, among others, learners who are unable to read and construct complete sentences, their inability to write as characterised by errors in spelling and poor punctuation. In addition to these challenges, mother tongue interference, teaching methods used by teachers, and overloading of the curriculum were also experiences of the teachers. Another salient finding was the lack of support for teachers from both the department and parents. Recommendations made from the study were that teachers need to be trained in efficient methods of teaching reading and writing. Teachers also need to be trained in identifying learners with special needs as early as possible and refer them accordingly. Workshops and campaigns designed by the department of education need to be planned and conducted early in the year and need to be implemented in manageable packages. Teachers need to be equipped on how to encourage their learners to read for pleasure and provide reading material that is interesting to their learners.

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