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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.
71

Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai Mungthaisong

Sornchai 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
72

Questions and responses in English conversation

Stenström, Anna-Brita, January 1984 (has links)
Thesis (doctoral)--Lund University, Sweden, 1984. / Extra t.p. with thesis statement and errata slip inserted. Includes index. Bibliography: p. 284-288.
73

Questions and responses in English conversation

Stenström, Anna-Brita, January 1984 (has links)
Thesis (doctoral)--Lund University, Sweden, 1984. / Extra t.p. with thesis statement and errata slip inserted. Includes index. Bibliography: p. 284-288.
74

Rhetorically Interpreting Ohio Revised Law, Section 3345.281: Comparative Analysis of Two Oral Proficiency Program Models

Southall, Tammie L. January 2021 (has links)
No description available.
75

A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum

Lee, Cheun-Yeong 06 August 2009 (has links)
No description available.
76

Sensitivity to differences between speech and writing: Hong Kong students' use of syntactic features in English. / CUHK electronic theses & dissertations collection

January 2011 (has links)
Analysis on most heavily overused and underused syntactic features shows that, when compared with native speakers, Hong Kong students favour the use of present tense, tentative style, simple noun phrase structure and explicit clause-relation marking in oral presentations. They prefer using present tense constructions, adopting pronouns for nominal functions and using an interactive tone in written essays. In both the learner speech data and the learner writing data, quite a number of the overused and underused syntactic features are closely related to the differences between speech and writing found in Biber (1988), hinting at Hong Kong students' inadequate sensitivity to mode differences in English. / Analysis on textual dimensions suggests that Hong Kong students' oral presentations differ from comparable native-speaker oral production by being more written-like in terms of the use of explicit/situation-dependent reference and the inclusion of abstract/non-abstract information. Hong Kong students' written essays deviate from comparable native-speaker written production by being more spoken-like in terms of the involved/informational focus and the use of explicit/situation-dependent reference. Moreover, both the learner speech data and the learner writing data bear some resemblance to common native-speaker genres in the opposite mode. / The present study clearly demonstrates that Hong Kong students have limited sensitivity to the conventional usage of syntactic features in spoken and written English. The teaching profession should help the students develop better sociolinguistic competence when teaching grammar, speaking and writing. Future research on second language acquisition should also focus more on the learners' sociolinguistic development so that second language learners' communicative ability can be better understood. / This thesis investigates Hong Kong secondary school students' sensitivity to differences between spoken and written English by examining their use of 67 syntactic features. A model specifying how native speakers vary their use of syntactic features across speech and writing, Biber (1988), has been adopted as the theoretical framework. Fifty-two oral presentations delivered by Form 6 students and 52 public examination essays written by Form 7 students, both of which total about 10,000 words, have been analysed. The students' performance is compared with native speakers' performance in similar spoken and written production on the level of syntactic features and the level of textual dimensions. / Chui, Sze Yan. / "December 2010." / Adviser: Gerald Nelson. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 255-266). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes also in Chinese.
77

A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong

Harfitt, Gary James. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
78

English in the Hong Kong classroom: a study of student participation in language lessons

Leung, Man-man, Teresa., 梁文敏{272b21}. January 1999 (has links)
published_or_final_version / English Studies / Master / Master of Arts
79

Reticence and anxiety in language classrooms: with regard to F. 1 students in a Hong Kong secondary school

Chau, Fung-ming., 周鳳鳴. January 1999 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
80

Grammatical correctness and communicative ability : a performance analysis of the written and spoken English of Swedish learners

Bergström, Inger January 1987 (has links)
Written and oral material produced by a group of low-achieving learners of English from the 2-year lines of the Swedish upper secondary school was analysed from the perspective of grammatical correctness and communicative ability. The grammatical analysis focussed on the verb phrase and tests included both free production in speech and writing and elicitation tests. Communicative ability was assessed ‘ ‘objectively* ’ by identifying such parameters as fluency, copiousness and span, and “holistically” by using non-expert evaluators.The scores thus obtained were correlated. Grammatical correctness was correlated with communicative ability both in speech and in writing and writing proficiency was correlated with speech proficiency with respect to both grammatical correctness and communicative ability.Our findings are that there is a positive correlation between grammatical correctness and communicative ability. A remarkable finding is that the percentage of correct verb phrases correlates very weakly with communicative ability in written data. In oral data, the correlation is in fact slightly negative. The learner’s competence in grammar is reflected in both his written and oral performance. On the other hand, there is no correlation between communicative ability in writing and communicative ability in speech.The study shows that a working command of a set of syntactic rules is essential for communication. Errors are, however, an integral part of the learning process. The major part of errors are accounted for by the learner’s use of compensatory strategies. Among these low-achievers, communicative ability in conversation is distinct from writing ability. / digitalisering@umu

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