Thesis (B.Sc)--University of Hong Kong, 1997. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1998. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

No description available.

The purpose of the present study was to investigate the relationship between metaphonological awareness and spelling ability. Twenty-five children in Kindergarten and Grades One and Two were asked to participate in two tasks of metaphonological awareness, one involving phoneme segmentation (Yopp,1988) and the other phoneme deletion (Rosner,1975). Children were also asked to provide self-generated spelling samples. Spelling samples were then analyzed according to a spelling assessment scheme developed for this study and based on the developmental spelling stages outlined by Beers and Beers (1981) and Gentry (1982). The major finding from this study is that some aspects of metaphonological ability are reliably and moderately related to spelling development. Other findings regard the characteristics of children's spelling errors observed in the course of developing the spelling assessment scheme. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

Note:

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Catharine H. Echols. Vita. Includes bibliographical references. Also available from UMI.

No description available.

國立政治大學英國語文學系碩士在職專班 碩士論文提要 論文名稱：對比修辭：高中學生英文寫作中介語言之研究 指導教授: 林啟一博士 研究生: 彭宜秝 論文提要內容: 學習者的語言，中介語言，已經被視為有它自己的規則的一個獨特的語言系統。本研究旨在探討學生英文寫作上的中介語言的結構及形成原因。 本研究蒐集了576篇高三學生模擬考英文作文，加以分析歸納出錯置的主詞和不良的虛主詞兩大類高中生中介語句型。這兩類句型正如銅板的兩面，凸顯了主題明顯的中文和主詞明顯的英文類型結構的對比，也證明學生在以英文表情達意時，不自覺的以中文主題明顯之架構為其中介語之基底結構，以致於表面上雖為主詞+動詞之英語句式卻仍有不知所云的困窘。本研究結果建議在英語教學上同時也應喚醒學生主題明顯的中文語言意識，並在生活上營造真正以英語為第二語言的情境，使學生能耳濡目染充分接觸英語，浸潤在主詞明顯的英語環境中，以利學生中介語更趨近目標語之發展。 / Abstract Learners’ language, interlanguage, has been recognized as a unique language system with rules of its own. The purpose of this study is to figure out the constructions and causes of senior high school students’ interlanguage (termed as SSIL) in their English compositions. Five hundred and seventy six compositions written by seniors in senior high schools in the Taipei area, were collected and analyzed in this study. Two major SSIL constructions were derived: Misused Subjects and Ill-formed Expletives. The two constructions are like the two sides of a coin manifesting the contrast between topic-prominent Chinese and subject-prominent English. Two major factors contribute to the construction of SSIL: topicalization and poor awareness of L1 structures. It is suggested that students’ language awareness of their native language, Chinese, should be aroused, and that the creation of a more English conscious environment in real life situation may facilitate the development of SSIL toward the target language, English. key words: interlanguage, topic-prominence, subject-prominence, topicalization, language awareness

ABSTRACT This study mainly sets to explore how English second language students grade 12 learners at Randfontein Secondary School develop critical literacy awareness (CLA) by reading ‘bumper’ stickers found in mini-bus taxis commonly known as taxis. Data used in this project was mainly collected through interviews with research participants namely; students, taxi drivers, bumper sticker manufacturers and taxi commuters. The teacher/researcher required students to collect literary texts from their environment for use in their critical literacy class. This research project mainly employs Fairclough’s Critical Discourse Analysis model as an analytical model, which holds that CDA should include the socio-cultural contexts in which texts are produced and read. Data was analysed by all the students in class, especially the six students who were selected for the focus group. The researcher (myself) analysed the students’ reading of texts so as to establish the extent to which they were developing critical literacy awareness. The research found that my students resisted bumper stickers as a discourse that differed from their own ideological positions. Data in this study reveals that the students approached the bumper stickers from a position of estrangement because they were reading from an urban social context that differs from the taxi drivers’ rural social context. This study showed that getting students to be researcher themselves can be a very fruitful and developmental learning experience.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.