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An analysis of Chinese learners' difficulties in writing EnglishBoard, Mei-wen, 吳美文 January 1967 (has links)
published_or_final_version / English Studies and Comparative Literature / Doctoral / Doctor of Philosophy
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Os erros ns construções passivas dos aprendentes de Português língua estrangeira falantes de língua materna ChinesaJiang, Yun Zhi January 2018 (has links)
University of Macau / Faculty of Arts and Humanities. / Department of Portuguese
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Desempenho oral de falantes de língua materna Chinesa, aprendentes de Português Europeu língua estrangeira :efeitos do aumento da complexidade cognitiva da tarefa = Oral performance of Chinese learners of European Portuguese foreign language : effects of increasing the cognitive complexity of the task / Oral performance of Chinese learners of European Portuguese foreign language : effects of increasing the cognitive complexity of the taskSantos, Sara Gonçalves dos January 2018 (has links)
University of Macau / Faculty of Arts and Humanities. / Department of Portuguese
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Fossilização no processo de aprendizagem da língua Portuguesa por aprendentes de língua materna ChinesaZhang, Meng Yao January 2018 (has links)
University of Macau / Faculty of Arts and Humanities. / Department of Portuguese
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Aquisição da consoante vibrante [r] pelos alunos Chineses de pleLiu, Wen January 2018 (has links)
University of Macau / Faculty of Arts and Humanities. / Department of Portuguese
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English language learning strategies of high and low proficiency EFL learners : a perspective of four secondary schools in Hong KongLee, Ching Man Levian 01 January 1999 (has links)
No description available.
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Breadth and depth of English vocabulary knowledge : which really matters in the academic reading performance of Chinese university students?Huang, Hsing-Fei, 1979- January 2006 (has links)
This study explored the relationship between vocabulary size (i.e., breadth of knowledge), depth of vocabulary knowledge, and reading comprehension of Chinese-speaking ESL (English as a second language) university students in Canada. Both aspects of vocabulary knowledge, breadth and depth, continue to play roles in vocabulary research. Few studies, however, have focused on which aspect plays the predominant role in L2 reading. Using three language tests---the GRE (Graduate Record Examinations) for reading comprehension, Nation's (1990) Vocabulary Levels Test, and Read's (1998) Word Associates Test---and verbal reports, the general purpose of the study was to examine the relationship between vocabulary knowledge and reading comprehension, and the specific focus was to find out which aspect of vocabulary knowledge, breadth or depth, has greater impact on determining reading comprehension performance. The results demonstrate that (1) test scores on vocabulary size, depth of vocabulary knowledge, and reading comprehension are positively correlated, (2) vocabulary size is a stronger predictor of reading comprehension than depth of vocabulary knowledge, and (3) breadth and depth of vocabulary knowledge are closely interrelated and mutually facilitative. The findings suggest the importance of vocabulary size in reading comprehension for the population tested.
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A study of Chinese students' academic listening needs for academic success in Canadian universities /Shen, Ying, 1974- January 2007 (has links)
With English becoming a world language, an increasing number of non-native-English-speaking (NNES) students are pursuing studies in English-medium universities. Of these NNES students, Chinese students constitute a large proportion. Most of these Chinese students are NNES and need English language support to help them meet academic demands in English-speaking settings. However, there are a very limited number of studies conducted on linguistic needs and deficiencies among Chinese students at English-speaking universities in Canada. / The main objective of this thesis is to discover Chinese students' perceptions of academic English listening competence and to investigate their academic listening needs for academic success at Canadian universities. This small-scale study at two Canadian universities, conducted through a questionnaire survey and follow-up interviews, fills a gap in the limited number of studies concerning Chinese students' language-development needs at Canadian universities. / Findings of this study support the following points. Firstly, Chinese students think that having sufficient English academic listening competence is crucial and necessary for academic success in academic English settings. Secondly, Chinese students still have difficulties in various academic listening skills, and factors that affect students' listening comprehension are both linguistically and socio-culturally related to the new settings. Thirdly, Chinese students still need target-language linguistic support even though they are admitted into English-medium universities. Finally, apart from academic listening competence, Chinese students report deficiencies in academic writing, reading and speaking as well. In addition, this study also suggests that Chinese students may lack good strategies for enhancing their English-language proficiency.
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A study of Chinese students' academic listening needs for academic success in Canadian universities /Shen, Ying, 1974- January 2007 (has links)
No description available.
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Breadth and depth of English vocabulary knowledge : which really matters in the academic reading performance of Chinese university students?Huang, Hsing-Fei, 1979- January 2006 (has links)
No description available.
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