Dissertationen zum Thema „Acquisition : learning second and foreign languages“
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Johnson, Brianne J. McManness Linda M. „Foreign language learning : an exploratory study on the external and internal influences affecting success /“. Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/3959.
Der volle Inhalt der QuelleGuillory, Helen E. (Helen Elizabeth). „Computer Applications to Second Language Acquisition“. Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.
Der volle Inhalt der QuelleChen, Yih-Lan. „Motivation and language learning strategies in learning English as a foreign language /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.
Der volle Inhalt der QuelleThacker, Josie Eileen. „The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8759.
Der volle Inhalt der QuelleLyu, Yeonhwan. „Simulations and Second / Foreign Language Learning: Improving communication skills through simulations“. See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147363791.
Der volle Inhalt der QuelleKnudsen, Lina. „Dyslexia and Foreign Language Learning“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.
Der volle Inhalt der QuelleZhao, Huajing. „Gender construction and its negotiation in the course of second language learning : a case study of Chinese students learning English as a foreign language in a state secondary school“. Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609067.
Der volle Inhalt der QuelleKim, Joo-hae. „Foreign language listening anxiety : a study of Korean students learning English /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004305.
Der volle Inhalt der Quelle金裕璟 und You-kyong Kim. „The learning experience of Koreans learning Cantonese as a second language“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945041.
Der volle Inhalt der QuelleYang, Li. „A web-based approach to learning expressions of gratitude in Chinese as a foreign language“. Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2425.
Der volle Inhalt der QuelleJones, Adam. „Emerging Lexical Organization from Intentional Vocabulary Learning“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1949.
Der volle Inhalt der QuelleBenmansour, Naima. „Motivation and learning preferences of Moroccan high school learners of English as a foreign language“. Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/4270/.
Der volle Inhalt der QuellePostica, Adina M. „Changing Focus: From Second / Foreign Language Teaching to Communication Learning“. See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147275010.
Der volle Inhalt der QuelleTsai, Yau. „Intercultural learning in the context of study abroad : a role in second foreign language acquisition“. Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2155/.
Der volle Inhalt der QuelleAhmed, Hussein Ali. „The role of attitudes and motivation in teaching and learning foreign languages : a theoretical and empirical investigation into the teaching and learning of English in Iraqi preparatory schools“. Thesis, University of Stirling, 1989. http://hdl.handle.net/1893/2133.
Der volle Inhalt der QuelleFu, I.-Ping P. „Student Approaches to Learning Chinese Vocabulary“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/25955.
Der volle Inhalt der QuellePh. D.
Enkin, Elizabeth Bella. „The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238674.
Der volle Inhalt der QuelleMelouk, Mohammed. „The acquisition of modal auxiliaries in English as a foreign language : the case of Moroccan learners“. Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276833.
Der volle Inhalt der QuelleYin, Chengbin. „Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /“. College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.
Der volle Inhalt der QuelleThesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Danuwong, Chayada. „The role of metacognitive strategies in promoting learning English as a foreign language independently“. Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0001.html.
Der volle Inhalt der QuelleÁlvarez, Valencia José Aldemar. „Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu“. Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/316461.
Der volle Inhalt der QuelleZhu, Jia. „Weaving language and culture together : the process of culture learning in a chinese as a foreign language classroom“. Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3418.
Der volle Inhalt der QuelleTsai, Tzu-Ru. „Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.
Der volle Inhalt der QuelleWhelpton, John Francis. „The other side of the hill : learning cantonese as a second language in Hong Kong /“. Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883018.
Der volle Inhalt der QuelleNitta, Takayo. „Affective, cognitive and social factors affecting Japanese learners of English in Cape Town“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
Der volle Inhalt der QuelleThis research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
Godfrey, Kathleen Ann. „Global Learning Outcomes of a Domestic Foreign Language Immersion Program“. PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.
Der volle Inhalt der QuelleSteves, Karen L. „A case study of children in second and third grades learning Spanish as a foreign language“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117102.
Der volle Inhalt der QuelleDepartment of English
Buregeya, Alfred. „Language production, grammaticality judgements, and rule verbalisations in second language acquisition : a study of the interlanguage knowledge of English wh-questions by EFL Rwandan learners“. Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239485.
Der volle Inhalt der QuelleYu, Xiao Ping (Amy). „CHINESE CHARACTER CHALLENGER 汉 字 挑 战 者 Supplementary courseware for assisting students learning Chinese characters“. Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2680.
Der volle Inhalt der QuelleIn this thesis, I pinpoint the challenge of character learning as my research problem, which is the subsequent motivation to explain the background and rationale of my research. I also discuss the theoretical concepts of Computer Assisted Language Learning (CALL) in relation to cognitive psychology, the constructivist learning theory and Second Language Acquisition theories. This leads to the presentation of my considerations regarding design principles, strategic approach and other relevant decisions. The multimedia project I designed, named the “Chinese Character Challenger”, a “supplementary courseware for assisting students learning characters”, is an informational and educational-oriented website. It provides learners with the necessary knowledge, hints, tips and sources to cope with their specific learning problems and to achieve their learning potential. It also introduces external resources of learning if learners need further research. The purpose of the website is to assist, to motivate and to further guide students’ learning. To conclude, I have discussed some open issues with regards to adding value in the learning environment.
Kojima, Makiko. „Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
Der volle Inhalt der QuelleDíaz, Granado Miriam. „L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/225892.
Der volle Inhalt der QuelleWilliams, George Edward. „The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.
Der volle Inhalt der QuelleTrent, John. „Learning Cantonese in the community: an exploration of the role of social activity in language learning“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31945338.
Der volle Inhalt der QuelleJenison, Priscilla Beth. „The role of motivation within an activity system for adults learning English as a second language“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/46.
Der volle Inhalt der QuelleBoswell, Paul Duane. „Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning“. Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.
Der volle Inhalt der QuelleRandolph, Gerda Ann Packard. „Building written language: A program for second language literacy in English“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
Der volle Inhalt der QuelleKotze, Tanja. „Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language“. Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2373.
Der volle Inhalt der QuelleThis research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There are a number of challenges related to teaching in a multi-linguistic classroom. This study highlights some of the current challenges experienced in the Metro East Education District of the Western Cape. In an attempt to resolve these problems, guidelines were given for effective dissemination strategies to support second/third language speaking learners. A gap in the literature on descriptions of current support provided to learners within the theoretical framework of the ecological systems theory was identified. This research therefore intends to fill this gap in the literature. Support to IsiXhosa learners who receive education in a second/third language in the South African context is especially unclear. A qualitative research approach supported by the exploratory, descriptive and contextual research designs was employed. The sample was selected from Grade One teachers from schools in different socio-economic areas in the Western Cape who provided education to IsiXhosa learners who receive education in a second/third language. Data was collected through semi-structured interviews. The findings provide a clear description of the challenges experienced by the learner and the teacher, current strategies that are employed by teachers, as well as resources and support utilised by teachers. Conclusions were made in terms of the ecological systems theory. Based on the findings, a number of recommendations were made regarding teaching and learning strategies for language support to Grade One IsiXhosa learners who receive education in a second/third language.
Chien, Ya Chi. „Effects of computer-assisted language learning (CALL) instruction on the acquisition of passive grammatical forms by post-secondary English as a second language (ESL) students“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4869.
Der volle Inhalt der QuelleID: 030422720; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 176-187).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Curriculum and Instruction
Ananth, Priya. „Acquisition of tense and aspect in Toki 'when' clauses in Japanese as a second/foreign language“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187208767.
Der volle Inhalt der QuelleFarina, Marcella. „The Effect of Input Modality on Pronunciation Accuracy of English Language Learners“. Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.
Der volle Inhalt der QuellePh.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; TESOL
Smith, Jennifer Ann. „Rethinking homework for foreign language teaching and learning in primary school“. Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
Der volle Inhalt der Quelle歐美恩 und Mei-yan Florence Au. „Investigating gender in students' English learning beliefs in an English as a second language (ESL) class“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262050.
Der volle Inhalt der QuellePretorius, Rentia. „The language learning strategy use of isiXhosa-speaking adolescents in the second language acquisition of English“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4132.
Der volle Inhalt der QuelleENGLISH ABSTRACT: Research to date on language learning strategy (LLS) use and its influence on second language (L2) acquisition and proficiency has produced variable results. While many researchers feel that LLSs have an important role to play in L2 learning and teaching, a clear definition and classification of LLSs, as well as clear guidelines for LLS application and training, have yet to be established. LLS use and preference seem to be influenced by various factors such as culture, age, level of L2 proficiency and level of education. Therefore, results of specific studies are not necessarily applicable to different groups of L2 learners. This thesis reports on an investigation into the LLS use of first language (L1) isiXhosa adolescents in the acquisition of English. Using the Strategy Inventory for Language Learning (SILL), the study examines the relationship between LLS use as well as LLS preference and L2 proficiency, with an assessment of the gender differences in LLS use. The study found no significant relationship between LLS use or LLS preference and English proficiency. Also, no significant difference was found between the reported preferred LLSs of female and male participants, although male participants reported significantly more high-frequency LLS use, whereas female participants reported significantly more low-frequency LLS use. Conclusions drawn from the results of the study are discussed, followed by suggestions for future research and a brief discussion of the implications of these results for L2 teaching and learning, specifically in a South African context.
AFRIKAANSE OPSOMMING: Navorsing oor die gebruik van taalleerstrategieë (TLSe) en die invloed daarvan op tweedetaal(T2-)verwerwing het tot dusver uiteenlopende resultate opgelewer. Terwyl baie navorsers van mening is dat TLSe 'n belangrike rol het om te speel in die leer en onderrig van 'n T2, moet 'n duidelike definisie en klassifikasie van TLSe, asook duidelike riglyne vir TLS-aanwending en -opleiding, nog daargestel word. Die gebruik en voorkeur van TLSe word klaarblyklik deur verskeie faktore beïnvloed, insluitend kultuur, ouderdom, vlak van T2-vaardigheid en vlak van opvoeding. Resultate van spesifieke studies is derhalwe nie noodwendig bruikbaar vir verskillende groepe T2-leerders nie. Hierdie tesis lewer verslag oor ‘n ondersoek na die gebruik van TLSe deur T1 isiXhosa adolessente in die verwerwing van Engels. Die studie stel ondersoek in na die verhouding tussen TLS-gebruik asook -voorkeur, gemeet deur die Strategy Inventory for Language Learning (SILL), en T2-vaardigheid, met 'n beoordeling van die geslagsverskille in TLS-gebruik. Die studie het geen beduidende verhouding tussen TLS-gebruik of TLS-voorkeur en Engelse vaardigheid gevind nie. Daar is ook geen beduidende verskil tussen die aangeduide TLS-voorkeur van vroulike en manlike deelnemers nie, hoewel manlike deelnemers beduidend meer hoë-frekwensie TLS-gebruik aangedui het, en vroulike deelnemers beduidend meer lae-frekwensie TLS-gebruik aangedui het. Gevolgtrekkings wat op grond van die studie gemaak is, word bespreek, gevolg deur voorstelle vir verdere navorsing en 'n kort bespreking van die implikasies van die resultate van hierdie studie vir T2-onderrig, veral in 'n Suid- Afrikaanse konteks.
Yen, Alvin Charles. „The intelligences of creative English-as-a-foreign-language learning“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2737.
Der volle Inhalt der QuelleTamimi, Mohammed Husni Mohammed. „Teaching Culture In Arabic: Perspectives On The Use Of Blended Learning And Hypermedia“. Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/565886.
Der volle Inhalt der QuelleCole, Jason. „Foreign language learning in the age of the internet : a comparison of informal acquirers and traditional classroom learners in central Brazil“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:db80473a-2075-4e91-bb07-a706bb6a433f.
Der volle Inhalt der QuelleShirahata, Tomohiko 1957. „The learning of English grammatical morphemes by Japanese high school students“. Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.
Der volle Inhalt der QuelleGreen, James T. „The Relationship Between Technology Support and Extent of Technology Integration Into College-Level Foreign Language Curricula“. Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3547.
Der volle Inhalt der QuelleZhang, Mingjian 1958. „Syntactic features of the English interlanguage of learners of English as a second language“. Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/7730.
Der volle Inhalt der QuelleAmburgey, Brent Harrison. „Informal Learning Choices of Japanese ESL Students in the United States“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.
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