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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.
21

Analyzed linguistic knowledge, cognitive control, working memory, intelligence and reading in Chinese and English.

January 1996 (has links)
by Zhou Lan. / Some appendixes in Chinese. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 122-130). / Acknow1edgements / Abstract / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- The Scope of the Study --- p.3 / Chapter 1.3 --- The Significance of the Study --- p.6 / Chapter 1.4 --- Definition of Terms --- p.7 / Chapter Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- Cummin's Interdependence Hypothesis --- p.10 / Chapter 2.1.1 --- The SUP and CUP Models of Bilingual Proficiency --- p.10 / Chapter 2.1.2 --- Evaluating Cummin's Interdependence Hypothesis --- p.15 / Chapter 2.1.3 --- Understanding Cummin's Interdepend- ence Hypothesis --- p.17 / Chapter 2.1.4 --- Alderson's View on Reading in a Foreign Language --- p.18 / Chapter 2.1.4.1 --- Alderson's hypotheses --- p.19 / Chapter 2.1.4.2 --- The Threshold Level(s) in L2 Reading Comprehension --- p.22 / Chapter 2.2 --- The Bialystok-Ryan Metacognitive Model (1985) --- p.24 / Chapter 2.2.1 --- Introduction --- p.24 / Chapter 2.2.2 --- The Dimension of Analyzed Linguistic Knowledge --- p.26 / Chapter 2.2.3 --- The Dimension of Cognitive Control --- p.29 / Chapter 2.2.4 --- "Analyzed Linguistic Knowledge, Cognitive Control and L2 Reading Comprehension" --- p.32 / Chapter 2.3 --- Working Memory and Reading Comprehension --- p.36 / Chapter 2.3.1 --- Working Memory and Reading in L2 --- p.39 / Chapter 2.4 --- Intelligence and Reading Comprehension --- p.41 / Chapter 2.4.1 --- The Concept of Intelligence --- p.41 / Chapter 2.4.2 --- The Relationship between Intelli- gence and Reading Comprehension --- p.44 / Chapter 2.5 --- Ryan & Ryan's Study (1993) and the Hypotheses of the Present Study --- p.45 / Chapter 2.5.1 --- Theoretical Constructs Employedin G & R's Study --- p.45 / Chapter 2.5.2 --- G & R's Study --- p.47 / Chapter 2.5.3 --- Areas Examined in G & R's Study --- p.47 / Chapter 2.5.4 --- The Focuses of the Present Study --- p.48 / Chapter 2.5.5 --- The Hypotheses --- p.53 / Chapter Chapter 3 --- Design of the Study --- p.54 / Chapter 3.1 --- Design Characteristics --- p.54 / Chapter 3.2 --- The Pilot Study --- p.58 / Chapter 3.2.1 --- The Pilot Subjects and Tests --- p.60 / Chapter 3.3 --- The Main Study --- p.63 / Chapter 3.3.1 --- The Subjects --- p.64 / Chapter 3.3.2 --- The Procedure --- p.64 / Chapter 3.3.3 --- Data Analysis --- p.67 / Chapter 3.4 --- Limitations --- p.69 / Chapter Chapter 4 --- Results --- p.71 / Chapter 4.1 --- Introduction --- p.71 / Chapter 4.2 --- Correlation Tables --- p.73 / Chapter 4.3 --- Analysis of Variance --- p.74 / Chapter 4.4 --- Correlation Tables --- p.75 / Chapter Chapter 5 --- Discussion and Implications --- p.91 / Chapter 5.1 --- The First Research Question and Hypothesis --- p.92 / Chapter 5.1.1 --- The Definition of the Threshold Level(s) in Reading in L2 (English) and the Relativity of the Level(s) --- p.95 / Chapter 5.2 --- The Second Research Question and Hypothesis --- p.97 / Chapter 5.2.1 --- Intelligence and L1 (Chinese) and L2 (English) Reading Comprehension --- p.98 / Chapter 5.2.2 --- L1 (Chinese) Working Memory and L1 Reading Comprehension --- p.103 / Chapter 5.2.3 --- "L1 (Chinese) Analyzed Linguistic Knowledge, L1 Cognitive Control and LI Reading Comprehension" --- p.105 / Chapter 5.3 --- The Third Research Question and Hypothesis --- p.107 / Chapter 5.3.1 --- L2 (English) Working Memory and L2 Reading Comprehension --- p.107 / Chapter 5.3.2 --- "L2 (English) Analyzed Linguistic Knowledge, L2 Cognitive Control and L2Reading Comprehension" --- p.108 / Chapter 5.4 --- The Fourth Research Question and Hypothesis --- p.111 / Chapter 5.4.1 --- Summary of the Four Research Questions and Hypotheses --- p.112 / Chapter 5.5 --- The Fifth Research Question --- p.114 / Chapter 5.6 --- The Sixth Research Question --- p.116 / Chapter 5.7 --- Summary and Suggestions --- p.119 / Chapter 5.7.1 --- Summary --- p.119 / Chapter 5.7.2 --- Suggestions for Future Research --- p.120 / REFERENCES --- p.122 / Appendices / Chapter A. --- English reading comprehension test --- p.131 / Chapter B. --- English working memory test --- p.151 / Chapter C. --- English cognitive control test --- p.146 / Chapter D. --- English analyzed linguistic knowledge test --- p.148 / Chapter E. --- Chinese reading comprehension test --- p.150 / Chapter F. --- Chinese working memory test --- p.151 / Chapter G. --- Chinese cognitive control test --- p.154 / Chapter H. --- Chinese analyzed linguistic test --- p.155 / Chapter I. --- Intelligence test --- p.156 / Chapter J. --- English proficiency test --- p.157
22

The role of the interpretation task in the learning of the English ergative construction by Cantonese ESL learners.

January 2001 (has links)
Ho Ki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 141-145). / Abstracts in English and Chinese. / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Background of the research --- p.4 / Chapter 2.1 --- Some principles of syntax --- p.4 / Chapter 2.2 --- The anatomy of the ergative construction in English --- p.6 / Chapter 2.2.1 --- Properties of the ergative construction --- p.8 / Chapter 2.3 --- The anatomy of the passive construction in English --- p.10 / Chapter 2.3.1 --- Properties of the passive construction --- p.11 / Chapter 2.4 --- Problems in learning the ergative construction --- p.12 / Chapter 2.5 --- Different approaches to the learning of English ergative construction --- p.16 / Chapter 2.5.1 --- Differences in L1 and L2 acquisition --- p.16 / Chapter 2.5.2 --- The Subset Principle and the learning of ergative construction --- p.19 / Chapter 2.5.3 --- The role of negative evidence in L2 acquisition --- p.20 / Chapter 2.6 --- Some theoretical issues in SLA --- p.22 / Chapter 2.6.1 --- Different kinds of knowledge in SLA --- p.23 / Chapter 2.6.2 --- """Focus on form"" VS ""Focus on forms"" type of instruction in SLA" --- p.25 / Chapter 2.6.3 --- The role of awareness in SLA --- p.26 / Chapter 2.6.4 --- The role of input in SLA --- p.27 / Chapter 2.6.5 --- The role of output in SLA --- p.32 / Chapter 2.7 --- Issues under investigation --- p.34 / Chapter Chapter 3 --- Methodology --- p.37 / Chapter 3.1 --- Subjects --- p.38 / Chapter 3.2 --- Experimental Design --- p.38 / Chapter 3.3 --- Research instruments --- p.44 / Chapter 3.3.1 --- Formal grammar teaching materials --- p.45 / Chapter 3.3.2 --- The interpretation task --- p.46 / Chapter 3.3.3 --- The production task --- p.49 / Chapter 3.3.4 --- The grammaticality judgement task --- p.50 / Chapter 3.3.4.1 --- The grammaticality judgement task in the pretest --- p.51 / Chapter 3.3.4.2 --- The grammaticality judgement task in the posttests --- p.54 / Chapter 3.3.5 --- Free production task --- p.56 / Chapter 3.4 --- Scoring Method --- p.57 / Chapter 3.4.1 --- The grammaticality judgement task --- p.57 / Chapter 3.4.2 --- The interpretation task and production task --- p.59 / Chapter 3.4.3 --- The free production task --- p.59 / Chapter 3.5 --- Statistical procedures --- p.60 / Chapter 3.6 --- Presentation of results --- p.62 / Chapter Chapter 4 --- Results: Key findings --- p.64 / Chapter 4.1 --- Overall results --- p.66 / Chapter 4.2 --- Results by subtype of ergative --- p.69 / Chapter 4.3 --- Detailed results of grammaticality judgement task --- p.73 / Chapter 4.3.1 --- Detailed results of the interpretation task groups (with grammar lesson) --- p.74 / Chapter 4.3.2 --- Detailed results of the interpretation task group (with grammar lesson) compared with the mere interpretation task group --- p.79 / Chapter 4.3.3 --- Detailed results of the production task groups --- p.81 / Chapter 4.3.4 --- Detailed results of the interpretation task group compared with the production task group --- p.84 / Chapter 4.4 --- Analysis of key findings of the grammaticality judgement tests --- p.86 / Chapter 4.4.1 --- Differences between the treatment groups (the interpretation task group) and the other groups (the no task group and the control group) --- p.86 / Chapter 4.4.2 --- Differences between the interpretation task group and the mere interpretation task group in the posttest --- p.88 / Chapter 4.4.3 --- Differences between the interpretation task group and the production task group in the second posttest --- p.89 / Chapter 4.5 --- Free production task results --- p.89 / Chapter 4.5.1 --- The free production task results of the interpretation task groups and the production task group --- p.90 / Chapter 4.5.2 --- The free production task results of the interpretation task group (with grammar instruction) compared with the production task group --- p.92 / Chapter 4.6 --- Summary --- p.92 / Chapter Chapter 5 --- Results: Further observations --- p.95 / Chapter 5.1 --- The discrepancy in students' response towards the verbs which belong to the same verb category --- p.95 / Chapter 5.1.1 --- Paired ergatives (Judgement data) --- p.96 / Chapter 5.1.2 --- Paired ergatives (Error analysis) --- p.97 / Chapter 5.1.3 --- Unpaired ergatives (Judgement data) --- p.98 / Chapter 5.1.4 --- Unpaired ergatives (Error analysis) --- p.100 / Chapter 5.2 --- Failure of the students in learning the unpaired ergatives --- p.102 / Chapter 5.2.1 --- Judgement data for unpaired ergatives --- p.102 / Chapter 5.2.2 --- Error analysis for unpaired ergatives --- p.104 / Chapter 5.3 --- The treatment effects in School A and School B --- p.107 / Chapter 5.4 --- Results of the interpretation task and the production task --- p.111 / Chapter 5.5 --- Summary --- p.113 / Chapter Chapter 6 --- Discussion --- p.115 / Chapter 6.1 --- The effect of the interpretation task (with grammar instruction) vs. the interpretation task (without grammar instruction) --- p.117 / Chapter 6.2 --- The effect of the production task --- p.119 / Chapter 6.3 --- The effect of interpretation task vs. the production task --- p.121 / Chapter 6.3.1 --- Students' performance in the grammaticality judgement task in the pretest-posttest comparisons --- p.121 / Chapter 6.3.2 --- Students' performance in the free production task in the posttest --- p.126 / Chapter 6.3.3 --- The role of the interpretation task in L2 acquisition --- p.128 / Chapter 6.4 --- Further observations --- p.131 / Chapter 6.4.1 --- Inconsistency of grammaticality judgement within a verb category --- p.131 / Chapter 6.4.2 --- The discrepancy in the performance of students in School A and School B --- p.132 / Chapter 6.4.3 --- The degree of difficulty of interpretation task VS. production task --- p.135 / Chapter 6.5 --- Limitations of the present study --- p.137 / Chapter 6.6 --- Summary of findings --- p.138 / Chapter 6.7 --- Conclusion --- p.139 / References --- p.141 / Appendix I Results tables for Chapter 4 and Chapter 5 --- p.1 / Appendix II The interpretation task --- p.12 / Appendix III The production task --- p.19 / Appendix IV Teaching material --- p.25 / Appendix V The grammaticality judgement task --- p.29 / Appendix VI The free production task --- p.32 / Appendix VII Results tables --- p.35 / Appendix VIII Mean scores of students in the grammaticality judgement tasks --- p.55
23

Test design and use, preparation, and performance: a structural equation modeling study of consequentialvalidity

Xie, Qin, 谢琴 January 2010 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
24

The lexical inferencing of Chinese learners of English as a foreign language

Yin, Zhaochun., 尹照春. January 2011 (has links)
The primary purpose of this study is to explore the lexical inferencing of Chinese learners of English as foreign language in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. All together 781 Chinese EFL learners at four stages of English learning (senior secondary year-2, tertiary beginning, tertiary middle, and tertiary final) participated in this study. 726 respondents answered a questionnaire of lexical strategies to unknown words in reading and clue use in lexical inferencing. 55 participants thought aloud the process of inferring the meaning of 12 target words while reading an article, and reported their knowledge of target words in a surprise test one week after the think-aloud activity. Data collected from the questionnaire were analyzed quantitatively to rank various lexical strategies and types of clue use. The think-aloud protocols of lexical inferencing were analyzed qualitatively to identify the type and amount of clue use, the event sequence of lexical inferencing, the processing type & adaptability, and the outcome of lexical inferencing. Their subsequent knowledge of target words was coded and analyzed. All these items of lexical inferencing also were processed quantitatively to explore the overall view of Chinese EFL learners‘ lexical inferencing, and the similarities & differences of learners at different stages. The findings reveal that Chinese EFL learners frequently used a number of lexical strategies, and lexical inferencing was the most frequently used. They used various types of clues, especially sentence meaning, morphology, and discourse meaning in their lexical inferencing. Some features of clue use, such as abundant imagined morphological clue and L1 grammar clue, revealed the impact of the Chinese language. There were also some variations in the clue use of learners at different stages. The results of this study show that major lexical inferencing procedure was ‘Guess > Accept’ at senior secondary stage and ‘Guess > Evaluate > Accept’ at three tertiary stages. There was an obvious upward shift of processing type from the ‘pure top processing’ of senior secondary to more advanced processing of tertiary stages. The overall adaptability of Chinese EFL learners‘ lexical inferencing was not high. There was an increasing tendency of high adaptability from the stage of senior secondary to tertiary final. The findings show that one fourth of lexical inferencing outcomes were ?Correct‘, while one third were ?Partially Correct‘. There was an increase tendency of ‘Correct‘ or ?Partially correct’ inferences and vocabulary knowledge acquisition from senior secondary stage to tertiary final stage. Measurable vocabulary knowledge was acquired in lexical inferencing. Further explorations reveal that Chinese EFL learners‘ procedural & declarative knowledge might potentially explain the performances of their lexical inferencing. This study culminates with some pedagogical implications for vocabulary learning and reading, and some suggestions for further research on lexical inferencing. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
25

Academic reading strategies used by Chinese EFL learners : five case studies

Cheng, Li 05 1900 (has links)
The number of people learning English as a second or foreign language has increased dramatically over the last two decades. Many of these second language learners are university students who must attain very sophisticated academic skills. To a great extent, their academic success hinges on their ability to read a second language. This multiplecase study investigated first language (LI) and second language (L2) reading strategies in academic settings. The study drew on Bernhardt's (2000) socio-cognitive model of second language reading. Five Chinese students in a graduate program in Teaching English as a Foreign Language (TEFL) volunteered to participate in the study. A combination of data collection techniques was employed including think-alouds, interviews, learning logs, classroom observations, course materials, and the participants' reading samples. The results showed that there were similarities and differences between LI and L2 reading strategies. Although evidence was found supporting the view of cognitive universals and socio-cultural constraints, individual differences at the cognitive level and similarities across cultures were also identified. The findings of this study indicate that the comparison between LI and L2 academic reading should take into consideration the similarities and differences at both cognitive and cultural levels. Implications are discussed in relation to the construction of an L2 transfer model as well as the delivery of L2 reading instruction.
26

Environmental enrichment and expressive language : a case study of a totally blind E.S.L. student

Sparrow, Janice Elaine January 1990 (has links)
This study investigates the acquisition of English in a nine year old totally blind student (Amanda) who has English-as-a Second Language (ESL). The study demonstrates the intricate relationship between language and interactive experiences. This case study will show the contrast in expressive language before and after a transition into a grade four class. In this classroom, Amanda was expected to participate and interact with her teacher and classmates. Data was collected on videotapes from I960-1967 and language samples were recorded from 1966-1990. Additional testing was also used to determine post transitional development. Language samples were analyzed and results of pre and post means of Mean Length of Utterance, Complete Sentence Usage, Function Word Usage, Braille Letter Recognition, and Braille Writing were determined. Results indicated that significant improvement occurred in Amanda's expressive language following transition into the grade four classroom. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
27

Academic reading strategies used by Chinese EFL learners : five case studies

Cheng, Li 05 1900 (has links)
The number of people learning English as a second or foreign language has increased dramatically over the last two decades. Many of these second language learners are university students who must attain very sophisticated academic skills. To a great extent, their academic success hinges on their ability to read a second language. This multiplecase study investigated first language (LI) and second language (L2) reading strategies in academic settings. The study drew on Bernhardt's (2000) socio-cognitive model of second language reading. Five Chinese students in a graduate program in Teaching English as a Foreign Language (TEFL) volunteered to participate in the study. A combination of data collection techniques was employed including think-alouds, interviews, learning logs, classroom observations, course materials, and the participants' reading samples. The results showed that there were similarities and differences between LI and L2 reading strategies. Although evidence was found supporting the view of cognitive universals and socio-cultural constraints, individual differences at the cognitive level and similarities across cultures were also identified. The findings of this study indicate that the comparison between LI and L2 academic reading should take into consideration the similarities and differences at both cognitive and cultural levels. Implications are discussed in relation to the construction of an L2 transfer model as well as the delivery of L2 reading instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
28

Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers

Leung, Yan-kit Ingrid. January 2002 (has links)
No description available.
29

Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers

Leung, 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.
30

Cloze tests and reading strategies in English language teaching in China.

Lu, Guangling January 2006 (has links)
Cloze procedure involves the skills of thinking, understanding , reading and writing based on the learners underlying knowledge of reading comprehension and writing subskills such as grammar and sentence construction. It is regarded as a very efficient test for measuring students integrative competence in English, and has been used in most of the important English tests in China. It is also used as a teaching instrument to help students to improve their reading competence. However, a majority of students perform poorly in cloze tests and they regard it as the most difficult and most unpopular part of the English test. The aim of this study was to find out the problem that Chinese students have with cloze tests and to determine whether they are associated with the inefficient use of reading strategies.

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