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Learner representations of L1 strategic use in the foreign language classroom : a comparative study of Australian and French students /Varshney, Rachel. January 2005 (has links) (PDF)
Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.
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Perceptions of Taiwanese students to English learning as functions of self-efficacy, motivation, learning activities and self-directed learning /Teng, Kuei-Hsun. January 1900 (has links)
Thesis (Ph. D.)--University of Idaho, 2005. / Abstract. "April 2005." Includes bibliographical references (leaves 104-116). Also available online in PDF format.
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Acquiring a better English accent by second language adolescence learners what can passive exposure do? /Ho, Yiu-shun. January 2006 (has links)
Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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Family influence on children's second language literacy building a case study of Korean families /Han, Hak-Sun. January 1900 (has links)
Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
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Life stories of nikkeijin seeking better opportunities : the motivation of Brazilian immigrants in Japan for learning Japanese as a second language /Bellini, Marisa Utida, January 2006 (has links) (PDF)
Thesis (M.A.)--Brigham Young University. Dept. of Center for Language Studies, 2006. / Includes bibliographical references.
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The effect of active and passive participation with music on the foreign language acquisition and emotional state of university studentsIwata, Kiyomi. Standley, Jayne M. January 2005 (has links)
Thesis (M.M.) Florida State University, 2005. / Advisor: Jayne M. Standley, Florida State University, College of Music. Title and description from dissertation home page (viewed 6-29-07). Document formatted into pages; contains 33 pages. Includes biographical sketch. Includes bibliographical references.
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Perceptions of English language learners (PELL) sixth, seventh, and eighth grade Chinese students' perceptions of their success in learning English as a second language /Reynolds, Brook J. January 2006 (has links)
Thesis (Ed.D.)--Azusa Pacific University, 2006. / Adviser: Jenny Yau. Includes bibliographical references (p. 110-128)
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Usos de lengua materna (L1) y lengua meta (L2) en un contexto de inmersión real /Muñoz Hernández, Carlos A. January 2005 (has links)
Thesis (M.A.)--Indiana University, 2005. / Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 76-80)
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Conversation and Storytelling as Cultural Practices| Designing a Communication Activism Intervention with Migrant English Language LearnersBrownlee, Kellie 20 June 2018 (has links)
<p> This communication activism for social justice research (CAR) study created and implemented storytelling workshops to improve the communication of migrants who are English language learners (ELLs), by increasing their knowledge of and experience with U.S. cultural norms and narrative practices for conversation. Prior to the intervention study, a preliminary study, which used ethnography of communication (EC) and cultural discourse analysis (CuDA), was conducted to explore situated meanings of communication in Conversations in English (CIE) groups that ELLs attended at a local library. By using findings obtained from that preliminary study to design, implement, and study the storytelling workshops in which ELLs participated, the intervention study demonstrates how EC and CuDA can inform interventions, as well as how communication design can be used to plan and analyze interventions. The intervention study also shows how English language education and, in particular, teaching ELLs about U.S. cultural communicative practices, can be enhanced through the use of storytelling. Finally, the project reveals important lessons learned about engaging in CAR.</p><p>
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In Search of an Identity: A Study on FYC Students' Preference of Course Labels and IdentitiesJanuary 2012 (has links)
abstract: This dissertation is an exploration of various identity labels available for first-year composition (FYC) students that tend to classify them into categories which may or may not relate to the students' perception of themselves. If there remains a gap between self-identification and institutional labeling then students may find themselves negotiating unfamiliar spaces detrimental to their personal goals, expectations, and understanding of their writing abilities. This may trigger a rippling effect that may jeopardize the outcomes expected from a successful FYC program stipulated in the WPA Outcomes Statement. For this study I approached 5 sections of mainstream FYC and 7 sections of ESL/ international FYC with in-class questionnaire based surveys. The 19 questions on the survey were cued to address students' concern for identity and how course labels may or may not attend to them. With feedback from 200 participants this study endeavors to realize their preference for identity markers and definitions for mainstream and ESL sections of FYC. The survey also checks if their choices correlate and in some ways challenge ongoing research in the field. The survey reports a marked preference for NES and English as a second language speaker as prominent choices among mainstream and ESL/ international students, respectively, but this is at best the big picture. The "truth" lies in the finer details - when mainstream students select NNESs and / or resident NNESs the students demonstrate a heightened awareness of individual identity. When this same category of resident NNESs identify themselves in ESL/ international sections of FYC, the range of student identities can be realized as not only varied but also overlapping between sections. Furthermore, the opinions of these students concur as well as challenge research in the field, making clear that language learning is a constant process of meaning making, innovation, and even stepping beyond the dominant mores and cultures. / Dissertation/Thesis / Ph.D. English 2012
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