Thesis (M.S.) -- Central Connecticut State University, 2006. / Thesis advisor: Gloria Marie Caliendo. "... in partial fulfillment of the requirements for the degree of Master of Science in Spanish." Includes bibliographical references (leaves 107-110). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 155-161).

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Christopher M. Clark, School of Education. Includes bibliographical references.

Thesis (M.A.)--Capital Bible Seminary, 1986. / Includes bibliographical references (leaves 63-66).

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 273-282). Available online via OhioLINK's ETD Center

Thesis (Th. M.)--Grace Theological Seminary, 1983. / Abstract. Includes bibliographical references (leaves 94-102).

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

<p> The purpose of this research is to determine whether speech shadowing influences the values of voice onset time (VOT) of word-initial consonants, /b/, /p/, /t/, /d/, and /k/ in reading and speaking conditions after a four-week training period. Twenty participants separated into two groups from a learning center in Taipei, Taiwan were recruited for this experiment. Mann-Whitney U tests were conducted to compare the values of VOT of five word-initial consonants in reading and speaking conditions, and narrative analyses were conducted to distinguish the differences among reading, speaking, and shadowing conditions. The results indicate that after the training period, the pronunciations of the consonants /b/, /p/, and /d/ had changed in reading and speaking conditions. The teaching of English pronunciation in Taiwan elementary schools was discussed and speech shadowing was recommended as one pedagogical method for improving the acquisition of English pronunciation.</p><p>

The present research examines the importance of time factors as predictors of success in language learning. Time factors are periods of time which students spend on language learning. The research addresses four main questions: (1) what is the nature of the relationship between language learning and time; (2) what is the relative importance of time factors to language learning; (3) to what extent can time factors predict success in language learning; and (4) what do students spend most time on? A group of 118 students of French and EFL at the Universities of Sussex and Brighton completed a questionnaire during the period March to May 1995. This questionnaire collected data on the periods of time students spent on language learning and on student proficiency levels, using self-report instruments. This data was triangulated with similar data collected from 23 interviewees, and 6 case-study students. The results of a correlational analysis indicated that total hours of study and active residence was the best predictor of student proficiency, and that there seemed to be a logarithmic relationship between this predictor and proficiency. The best multiple regression model accounted for 67% of variance in proficiency levels. Students of French spent most time on classwork and homework, whereas the EFL students spent most time chatting to non-native speakers and listening to the radio.

<p> This study aims to investigate programmatic and curricular support systems in place for ESL instructors to readily and appropriately address mental well-being concerns amongst their student populations. Furthermore, the study evaluated instructors&rsquo; involvement with local counseling and trauma-based training with refugee and immigrant populations in mind. As refugees, along with a percentage of the immigrant population, enter the United States with a pre-flight history of war, violence, and persecution the ESL classroom exists as a social point of entry to establish communal ties. Additionally, an ESL classroom may be the first educational context an immigrant or refugee experiences after a protracted period of time. To determine the knowledge and practices of instructors and their institutions, an online survey was sent to program directors and ESL instructors at adult ESL programs throughout Illinois. The survey questions were created to examine ESL instructors' awareness of mental well-being of their students and identify types of training and resources at ESL instructors&rsquo; disposal and whether ESL professionals were able to assist with their students&rsquo; mental well-being. Findings from this study indicated that instructors need more support from their programs to effectively respond to trauma and other mental well-being concerns manifested in both social and cognitive behaviors in the classroom. Findings showed that instructors with clear protocols and procedures for mental well-being concerns were more likely to know of and refer students to mental health providers. Additionally, instructors indicated a desire for more training on the subject of trauma and mental health and methods to incorporate this knowledge into their lesson planning and classroom instruction.</p><p>