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Is there any difference in non-native English speaking students' use of communication strategies with or without the presence of nativespeakers of English in small group discussion?Lai, Chun-nei, Jenny., 黎珍妮. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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Negotiation of meaning in oral discussion tasks among L2 learners in aHong Kong secondary schoolChoi, Siu-ping, Almas., 蔡少萍. January 2003 (has links)
published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics
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The role of oral language interactions in English literacy learning : a case study of a first grade Korean childKim, Kwangok 06 July 2011 (has links)
This paper is a qualitative case study of a Korean first grade child. The primary
purpose of this study was to investigate the nature of a first grade Korean child’s oral
language interactions with teachers, parents, peers, and community members and to
examine how a child’s oral language impacts his literacy learning in English. The data
were collected over five months from three different settings: the school, the Korean
Language School, and the home. Data methods were interviews, observations, field notes,
surveys, audio and video recordings, documents, and informal assessments in Korean and
English. Data analysis was based on the analytical categorization and the constant
comparison analysis.
The results of this study revealed that opportunities to engage in social
interactions between a child and his teachers, parents, and peers through oral
conversation contributed to the language and literacy learning of the child observed. The
analysis of the data showed that literacy development in English was influenced by three
factors: individual factors, home and school environmental factors, and community and
cultural environmental factors. Individual factors were personal motivation, the first
language effect, and background knowledge. Home and school environmental factors
included parents’ support, peer group activity, and teacher’s role. Finally, community and
cultural environmental factors were mass media and Korean culture and identity. The
results of the study supported Vygotsky’s sociocultural theory and Bronfenbrenner’s
ecology system theory that learning occurs through social interactions in cooperated
groups and their environments. / Department of Elementary Education
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Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai MungthaisongSornchai Mungthaisong January 2003 (has links)
"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004
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Questions and responses in English conversationStenström, Anna-Brita, January 1984 (has links)
Thesis (doctoral)--Lund University, Sweden, 1984. / Extra t.p. with thesis statement and errata slip inserted. Includes index. Bibliography: p. 284-288.
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Questions and responses in English conversationStenström, Anna-Brita, January 1984 (has links)
Thesis (doctoral)--Lund University, Sweden, 1984. / Extra t.p. with thesis statement and errata slip inserted. Includes index. Bibliography: p. 284-288.
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Rhetorically Interpreting Ohio Revised Law, Section 3345.281: Comparative Analysis of Two Oral Proficiency Program ModelsSouthall, Tammie L. January 2021 (has links)
No description available.
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A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach CurriculumLee, Cheun-Yeong 06 August 2009 (has links)
No description available.
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Sensitivity to differences between speech and writing: Hong Kong students' use of syntactic features in English. / CUHK electronic theses & dissertations collectionJanuary 2011 (has links)
Analysis on most heavily overused and underused syntactic features shows that, when compared with native speakers, Hong Kong students favour the use of present tense, tentative style, simple noun phrase structure and explicit clause-relation marking in oral presentations. They prefer using present tense constructions, adopting pronouns for nominal functions and using an interactive tone in written essays. In both the learner speech data and the learner writing data, quite a number of the overused and underused syntactic features are closely related to the differences between speech and writing found in Biber (1988), hinting at Hong Kong students' inadequate sensitivity to mode differences in English. / Analysis on textual dimensions suggests that Hong Kong students' oral presentations differ from comparable native-speaker oral production by being more written-like in terms of the use of explicit/situation-dependent reference and the inclusion of abstract/non-abstract information. Hong Kong students' written essays deviate from comparable native-speaker written production by being more spoken-like in terms of the involved/informational focus and the use of explicit/situation-dependent reference. Moreover, both the learner speech data and the learner writing data bear some resemblance to common native-speaker genres in the opposite mode. / The present study clearly demonstrates that Hong Kong students have limited sensitivity to the conventional usage of syntactic features in spoken and written English. The teaching profession should help the students develop better sociolinguistic competence when teaching grammar, speaking and writing. Future research on second language acquisition should also focus more on the learners' sociolinguistic development so that second language learners' communicative ability can be better understood. / This thesis investigates Hong Kong secondary school students' sensitivity to differences between spoken and written English by examining their use of 67 syntactic features. A model specifying how native speakers vary their use of syntactic features across speech and writing, Biber (1988), has been adopted as the theoretical framework. Fifty-two oral presentations delivered by Form 6 students and 52 public examination essays written by Form 7 students, both of which total about 10,000 words, have been analysed. The students' performance is compared with native speakers' performance in similar spoken and written production on the level of syntactic features and the level of textual dimensions. / Chui, Sze Yan. / "December 2010." / Adviser: Gerald Nelson. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 255-266). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes also in Chinese.
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A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong KongHarfitt, Gary James. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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