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Variations of experience : Expatriate British writers in the Middle East during the second world warGeorginis, Emmanuel-Gabriel January 1989 (has links)
No description available.
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Student Beliefs about their Foreign Language Instructors: A Look at the Native Speaker/Non-Native Speaker IssueFerguson, Angela January 2005 (has links)
Research on student attitudes and motivation is extensive (Schumann, 1978; Gardner, 1989). Student beliefs, although less researched, have also been studied (Woods, 1996). Student beliefs towards their instructor's native language could have an influence on their language study by impacting their language learning attitudes and motivation. While the native speaker (NS)/non-native speaker (NNS) distinction has been widely discussed in the English as a Second Language (ESL ) context worldwide (Medgyes, 1992; Phillipson, 1992; Canagarajah, 1999), research pertaining to the foreign language (FL) teaching context in the United States is nearly nonexistent.This study contributes to the body of knowledge concerning the NS/NNS instructor dichotomy by focusing on the NNS FL teacher in the United States. The goal of the investigation is to learn about the belief systems of American university students about what they believe are the general advantages and characteristics of NS and NNS instructors, as well as if they believe NS or NNS instructors are better instructors of specific areas of language study. Their preference for NS or NNS instructors is also examined. General relationships between the student characteristics of 1) being a Spanish major or minor and 2) having an interest to live in a Spanish-speaking countryand 1) NS/NNS instructor superiority belief and 2) preference for NS or NNS instructors are also explored. The instructors' beliefs about language learning are compared to those of their students. Classroom observations were completed to provide a descriptive component of the teachers' comportment in the classroom. Data were collected through questionnaires administered to NS and NNS Spanish instructors and students enrolled in first or second-year Spanish courses at the University of Arizona; interviews with Spanish instructors and students; and classroom observations.The data were analyzed and general findings emerged related to students' beliefs of NS or NNS instructors. Data show that a majority of students do not believe NS or NNS are better overall and also do not have a general preference but rather have beliefs about what should be included in the language classroom. Implications for FL programs, instructors, students, teacher development, and future studies are provided.
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The learning of a postmodification structure by adult second language learners of English : A case for TanzaniaKassulamemba, F. T. January 1984 (has links)
No description available.
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Rhythm and timing in Hong Kong EnglishSetter, Jane Elizabeth January 2000 (has links)
No description available.
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Second language acquisition of advanced German learnersLennon, P. January 1987 (has links)
No description available.
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The production of English nominal anaphora by Brazilian university learnersSantos Lima, Marilia dos January 1993 (has links)
No description available.
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Escape from domination : political disengagement and its consequences in Sub-Saharan Africa, past and presentBaker, Bruce Frederick January 1997 (has links)
No description available.
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Three worlds and two discourses : social dimensions and discourse functions of grammatical subject options in students' English literary essay writingYang, Hsin-Hsin January 1998 (has links)
No description available.
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Bilingual method in CALL software : the role of L1 in CALL software for readingKusama, Koichi January 2002 (has links)
No description available.
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180 |
Interlanguage phonology of Japanese speakers of English in South WalesFujii, Ikuko January 1992 (has links)
No description available.
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