Dissertationen zum Thema „English language – Usage – Testing“
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Snyder, Delys Ann Waite. „A Corpus-based Approach to Determining Standard American English“. Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2239.pdf.
Der volle Inhalt der QuelleBader, Fadel Mohammed Na'im. „Analysis of error type, source, and gravity in the writing of Arabic ESL students in U.S.A. colleges“. PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3753.
Der volle Inhalt der QuelleCoetzee, Wena. „Language errors in the use of English by two different dialect groups of Afrikaans first language-speakers employed by Nedbank : an analysis and possible remedy“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2063.
Der volle Inhalt der QuelleENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure that the language used in all communication is aligned with international best practice and, furthermore, that the correct business terminology is applied. Standards of language proficiency and usage have, however, deteriorated over the past few years. This appears to be due mainly to lack of good language education at school level. In Nedbank, specifically, the language used by employees in written external communication is not always on par as is evident from the documentation that Nedbank Editorial and Language Services (Nels), the “language custodian” of the bank, has to edit and translate. Nels decided six years ago that, instead of rewriting all these documents, which is not timeor cost-efficient, to rather give business-writing training across the bank to enable Nedbank employees to increase their general writing proficiency of English. This study aims to establish whether there are discrepancies in the type of error made in English as used by Coloured Afrikaans mother tongue speakers and White Afrikaans mother tongue speakers in order to determine how to customise the business-writing training materials to the benefit of each cultural grouping in Nedbank.
AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat die taal wat in alle kommunikasie gebruik word in ooreenstemming is met internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie, soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en koste-effektief is nie. Sodoende kan werknemers hulle algemene skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar moontlike verskille is in die soort foute wat in Engels deur gekleurde Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke kulturele groepering in Nedbank.
Mallan, Vijay Kumar, und n/a. „The influence of contextual factors on revision strategies : the case of four Malaysian native speakers of English in a mainstream E.S.L. classroom“. University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.115955.
Der volle Inhalt der QuelleBilyayeva, Tetiana A. „Cross-Cultural Comparative Study of Users’ Perception of the Navigation Organization of an E-Commerce Web Application“. UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/413.
Der volle Inhalt der QuelleCheng, Mo-yin Catherina. „Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554372.
Der volle Inhalt der QuelleHantrakul, Chanpen Steffensen Margaret S. „English tense and aspect usage in controlled written discourse by non-native speakers“. Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101113.
Der volle Inhalt der QuelleTitle from title page screen, viewed November 4, 2005. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Ronald J. Fortune, Ronald S. Halinski, Bruce W. Hawkins. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.
Frandsen, Jacob F. „Interpreting Standard Usage Empirically“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3986.
Der volle Inhalt der QuelleBanning, Yvonne. „English language usage in South African Theatre since 1976“. Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23508.
Der volle Inhalt der QuelleLau, Tak-lai Michael. „An analysis of ICT usage among the English teachers in a Hong Kong secondary school /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148230.
Der volle Inhalt der QuelleHarms, Aaron A. „First-year composition and writing center usage“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4933.
Der volle Inhalt der QuelleThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 27, 2008) Includes bibliographical references.
Hamp-Lyons, E. M. „Testing second language writing in academic settings“. Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.
Der volle Inhalt der QuelleNg, Man-yi Emily, und 吳敏儀. „English in designs in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953189.
Der volle Inhalt der QuelleCheng, Mo-yin Catherina, und 鄭慕賢. „Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956348.
Der volle Inhalt der QuelleMcGarry, Theresa, und J. Mwinyelle. „Adverbial Clause Usage and Gender in English, Spanish, and French“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6154.
Der volle Inhalt der QuellePark, Linda Seojung. „Language varieties and variation in English usage among native Korean speakers in Seoul“. Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6830.
Der volle Inhalt der QuelleLawrence, Constance Diane. „English oral language usage of caregivers in selected orphanages of eastern India a phenomenological study /“. Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/lawrence.pdf.
Der volle Inhalt der QuelleAdditional advisors: Lois Christensen, Lynn Kirkland, Maryann Manning, Lou Anne Worthington. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 106-113).
Sjöberg, Helén. „English Teachers´Views on the Use of the Target Language in the Classroom“. Thesis, Halmstad University, School of Teacher Education (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1388.
Der volle Inhalt der QuelleIn our ever more international world, the English language plays an important role. This is
also reflected in its prominent position as a core subject in the Swedish school system. It is
therefore important that English teachers offer students an environment in which they have
the best possible opportunities to be successful in reaching the goals specified in the
syllabuses. One variable in a successful foreign language classroom is the teacher's usage
ofthe target language.
This study is about English teachers' views on the issue of target language usage in the
classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the
interviews show that the teachers are, more or less, in agreement that the target language
should be used all the time in the classroom. There are, however, occasions in which the
interviewed teachers do not work according to their own beliefs and methods and revert to
using Swedish. The main such occasions can briefly be said to be: explanation of grammar,
non-subject related "mentor's issues" and classroom management issues. In addition, this
study argues that the governing documents, previous research, as well as well-known
theories on the subject support a high usage of the target language by the teacher.
Taylor, Vi Linh. „Tense usage in academic writing a cross-disciplinary study /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58551.pdf.
Der volle Inhalt der QuelleJia, Ting Ting. „A comparative study of English-language newspaper headlines“. Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525502.
Der volle Inhalt der QuelleMakwela, Matlaleng Maria. „The role of usage examples in Northern Sotho-English / English-Northern Sotho bilingual dictionaries“. Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2372.
Der volle Inhalt der QuelleYanagawa, Kozo. „A partial validation of the contextual validity of the Centre Listening Test in Japan“. Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/267493.
Der volle Inhalt der QuelleTakahashi, Reiko. „English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials“. Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.
Der volle Inhalt der QuelleMuroya, Akiko. „Testing theories of second language acquisition : evidence from Japanese learners' English“. Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.
Der volle Inhalt der QuelleSoya, Nongesiba. „Perceptions of school stakeholders towards the use of English as a language of learning and teaching (LoLT) in grade 9 Social Sciences“. Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/6447.
Der volle Inhalt der QuelleFronk, Amanda Kae. „Determining Dictionary and Usage Guide Agreement with Real-World Usage: A Diachronic Corpus Study of American English“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4093.
Der volle Inhalt der QuelleChan, Chin-ying Alice, und 陳展瑩. „A corpus-based analysis of tense usage in Cantonese-English bilingual children“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4515093X.
Der volle Inhalt der QuelleLee, Eun-Hee. „English article usage in online graduate forums by non-native EFL teachers“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274275.
Der volle Inhalt der QuelleSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2859. Adviser: Martha Nyikos. Title from dissertation home page (viewed Apr. 9, 2008).
Wong, Wai-man Queenie, und 黃慧敏. „Modal expressions in English in the educational sector“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3195246X.
Der volle Inhalt der QuelleKingen, Sharon A. „When middle school writers compose : exploring relationships of processes, products, and levels of cognitive development“. Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720404.
Der volle Inhalt der QuelleDepartment of Secondary, Higher, and Foundations of Education
Sroinam, Rapeeporn. „English reading comprehension of Thai undergraduates : L1/L2 usage, texts, strategies and problems“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/654.
Der volle Inhalt der QuelleSaville, N. D. „Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider“. Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/134953.
Der volle Inhalt der QuelleGroot, Ingeborg. „The use of conjunctions in English as a second language (ESL) : students' oral narratives“. Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191106.
Der volle Inhalt der QuelleDepartment of English
Fong, Kaela. „Talkin' Black: African American English Usage in Professional African American Athletes“. Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1352.
Der volle Inhalt der Quelle鄭敏芝 und Man-chi Sammi Cheng. „Self assessment in the school-based assessment speaking component in aHong Kong secondary four classroom: a casestudy“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4324080X.
Der volle Inhalt der QuelleMiller, Sherri Lynn. „Percentage of phonological process usage in expressive language delayed children“. PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4204.
Der volle Inhalt der QuelleTruong, Le Huy, und n/a. „Towards improving ESP testing in Vietnam“. University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.154636.
Der volle Inhalt der QuelleLindholm, Lauralee. „The Development and Testing of a Three-Section Cloze Test of English Proficiency“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504105/.
Der volle Inhalt der QuelleWat, Lok-Sze Josephine, und 屈樂思. „Cantonese-speaking students' handling of WH-questions in English“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3692264X.
Der volle Inhalt der Quelle劉德禮 und Tak-lai Michael Lau. „An analysis of ICT usage among the English teachers in a Hong Kong secondary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125634X.
Der volle Inhalt der QuellePerea-Hernandez, Jose Luis. „Teacher Evaluation of Item Formats for an English Language Proficiency Assessment“. PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/436.
Der volle Inhalt der QuelleHorvath, Veronika. „Errors and judgments : a sociolinguistic study of freshman composition“. Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027109.
Der volle Inhalt der QuelleDepartment of English
Pryde, Susanne Mona Graham. „Low frequency vocabulary and ESL writing assessment“. Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2012496X.
Der volle Inhalt der QuelleElchert, Keith J. „A survey of Midwestern newspaper editors on current language use“. CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1468269.
Der volle Inhalt der QuelleDepartment of Journalism
Reynolds, Judith Marsha. „A description of the language experiences of English Second-Language students entering the academic discourse communities of Rhodes University“. Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002644.
Der volle Inhalt der QuelleMatsumura, Tomomi. „The Use of Evidentials in Hearsay Contexts in Japanese and English“. PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4153.
Der volle Inhalt der QuelleMann, Richard Philip. „A statistical survey of transitional device usage among writers of English as a second language and native writers of English /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726601122525.
Der volle Inhalt der QuelleChen, Grace Show-ying. „Diagnostic testing and teaching of oral communication in English as a foreign language“. Thesis, University of Sunderland, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260624.
Der volle Inhalt der QuelleGonzalez, Arturo. „An Examination of the Validity of State Standardized Testing of English Language Learners“. Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240280.
Der volle Inhalt der QuelleThe purpose of this study was to determine the validity of state standardized testing English Language Learners are required to participate in as part of the Elementary and Secondary Education Act (ESEA). Although policymakers continue to debate the minutia of the academic accountability for English Language Learners, the over-arching question of test validity has continued to be ignored. Current federal requirements identify participation in state standardized testing of all English Language Learners who have been in country more than one academic year. Data collected for analysis included English Language Learners’ level of English proficiency, and state standardized testing scores in reading, English language arts, and mathematics. The goal was to determine, using quantitative data, correlations between these variables. The study concludes by highlighting factors to be considered that influence accountability policy at the state and federal level and by making suggestions for future research in the area of assessing English Language Learners for the purpose of increased accuracy for accountability in academic growth and performance.
Through the use of ex-post-facto data, the results of the study identified three findings. The first finding identified that there is a correlation between ELL students’ English language proficiency level and performance on state standardized testing in the areas of reading, English language arts, and mathematics. The second finding in the study, using the Washington English Language Proficiency Assessment (WELPA) to identify student English proficiency levels, recognized that there is a threshold between WELPA levels and the ELL students who are passing state standardized tests. The third finding recognized that there was no significant distinction in state standardized testing between the number of reading/English language arts tests and mathematics tests.
Bhattrai, Anju. „A contrastive analysis of the English and Nepali past tenses and an error analysis of Nepali learners' use of the English past tenses“. Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159139.
Der volle Inhalt der QuelleDepartment of English