Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166 - 171). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--Ohio State University, 1987. / Includes bibliographical references (leaves 77-79).

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 246-260).

This study is an exploration of spoken communication in a crosscultural context, with Japanese learners of English specifically in mind. It has two main purposes. The first is to examine the theoretical background to the field in order to formulate a descriptive model f or the study, which will then be applied to empirical data. At the same time it is hoped that the process of the enquiry itself will have direct implications f or pedagogy. That Is, it Is planned that the research will provide a model f or a consciousness-raising methodology. This is the second purpose. The study consists of three parts. The first part, Chapters 1-5, investigates the theoretical background to the present study, covering such areas as theories of communication (Chapter 2) and culture (Chapter 3). Chapter 4 explores a descriptive model for the present study. Chapter 5 consolidates the first part and presents a general framework for learner needs in communication. The second part, Chapters 6-8, is mainly descriptive. It aims to apply the theory of communication to an empirical study. Chapter 6 concentrates on the description of the research design, Including the design of the questionnaires and the recorded data. Chapter 7 discusses the results of the questionnaires. Chapter 8 concentrates on the analysis of the recorded data, focussing specifically on certain features of conversational style such as pause/silence, overlapping, interruption and repetition. Each feature will also be discussed from the perspective of the sociocultural values attached to its use. The last part, Chapter 9, deals with pedagogy. It aims to combine theory with practice and to provide a model for a consciousness-raising methodology through the preceding discussion of the theories and the data.

This dissertation covers the political, economic, and social circumstances in Japan that led to the emigration from Hiroshima prefecture, and the lives and communities of these emigrants in Canada. It traces the gradual conversion of a sojourner society to family-centred communities with social relationships modelled upon the Hiroshima village societies the immigrants came from. Ostracized by white workers, exploited by the British Columbia entrepreneurs in a “split labour market,” and denigrated to second class citizenship by institutional racism, the pioneers nevertheless persevered and reared their Canadian-born nisei children to be Japanese Canadians. That is, they “acculturated” their offspring with Japanese language and traditions so that the nisei would be able both to function within the Japanese communities in Canada and would be proud of their heritage. The degree of acculturation of the nisei varied and was dependent on many factors: family goals, environments, time periods, as well as individual inclinations. This study employed both English and Japanese language sources including oral interviews of over fifty Hiroshima settlers and their descendants residing in Japan and in Canada. / Graduate

This paper examines the effectiveness of corrective feedback on learners of the Japanese language. The current study had a total of 25 students who agreed to participate, consisting of both advanced and intermediate levels. There are six main types of corrective feedback established and defined by Lyster and Ranta (1997), this study focused on two particular types, recast (a category of implicit) and elicitation (a category of prompt). Comparing a particular feedback or a category of feedback with another has been one of the ongoing topics in the field of second language (L2) learning. The present study is intended to examine which feedback works better for the learners in terms of repairing their mistakes and to investigate which learner group shows a better effect on each feedback. The results suggest that elicitation is more beneficial to L2 learners than recast in reformulating their utterance. The reason for this is likely that elicitation is not as implicit as recast; thus, the learners had a better opportunity to notice elicitation that was given when they made a mistake. Interestingly, this outcome also provided a comparison between the advanced and intermediate groups. Both repaired their mistakes more after elicitation was given, but the advanced group did better. Since each group displayed almost the same moderate rate of repairing for recast, what truly differentiated one group from the other was elicitation. This result suggests that learners who have more knowledge of the target language will benefit from elicitation.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xi, 132 p. Includes abstract and vita. Advisor: Richard H. Steckel, Dept. of Economics. Includes bibliographical references (p. 126-132).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: George Z. F. Bereday. Dissertation Committee: David E. Wilder. Bibliography: leaves 188-197.

Thesis (Ph. D.)--University of Nevada, Reno, 1996. / Includes bibliographical references (leaves 144-149).

Thesis (Ph. D.)--University of Pennsylvania, 1988. / Includes bibliographical references (leaves 206-213).