There is no abstract available for this thesis.

This thesis explores the phrasal verb construction ("get off," "takeover") from a previously unexplored vantage point--that of its frequency and variation in terms of contextual or register constraints. Ten separate discourses were used as the corpus for this study, two in each of fiveterms of percentage per pragmatic context, frequency of particular particles and verbs on each level, and other significant pragmatic criteria.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 314-330). / Microfiche. / ix, 330 leaves, bound 29 cm

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1970. / Bibliography: leaves 231-238. / xi, 238 l illus., tables

With the rapid proliferation of new technologies and literacies, young people of the 21st century are discursively born anew. We have new literacies, multiliteracies, new communicational webs and new basics for young people who are variously described as new kids, cyberkids, netizens and aliens in the classroom. Attempting to keep pace with these changes is the rapidly expanding body of research exploring the evolving digital literacies of students within and beyond schools. While the development of knowledge about young people and technology is vital for all educators, teachers are often positioned collectively on the margins of this multifarious new world, where multimodality, multiliteracies and multimedia emphasise diversity and expansive communicative and representational potential. As a literacy consultant, my professional engagement is most often with teachers rather than students, and I began to wonder what might be discovered if teacher digital practices and identities were interrogated in ways similar to student-focused research in relation to information communication technologies (ICTs). / Accordingly, my research agenda explores the interface between changing orientations to and constructions of subject English in a digital world and the professional practices and identities of teachers of English in the middle and secondary years of schooling. / Thesis (PhD)--University of South Australia, 2006.

This study investigates how an active language learner is constructed in the context of teacher education for teaching English as a foreign language (TEFL) in Vietnam, as well as the supportive factors and challenges in developing learner activeness in language learning. / Thesis (PhD)--University of South Australia, 2006.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 193-209).

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2436. Includes bibliographical references (leaves 237-256).