Dissertationen zum Thema „Spoken English“
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Wells, W. H. G. „Focus in spoken English“. Thesis, University of York, 1988. http://etheses.whiterose.ac.uk/10783/.
Sköld, Lovisa. „Spoken English in the EFL classroom : A study of Swedish pupils’ attitudes towards spoken English“. Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1745.
The purpose of this essay is to investigate pupils’ attitudes towards spoken English and towards speaking in front of their friends, and how these attitudes appear to be related to their oral communication and communicative behaviour in the classroom. The material was collected by video taping two classes, a questionnaire in these two classes and by interviewing their teacher.
The results show that motivation and anxiety are psychological factors that play a significant role in the learning process. Attitudes, both towards the target language and towards their own production affect pupils’ willingness to communicate, and consequently their oral production in different tasks. The larger the group is, the more anxious they become. In order to motivate pupils, a variety of exercises is needed, where the topic is of great importance to awaken their interest for communication. The teacher also needs to circulate in the classroom to avoid a situation where pupils switch to their first language. Otherwise, pupils appear to code-switch as soon as an opportunity presents itself, which was observed in the analyses of recorded lessons.
Toivanen, Juhani H. „Perspectives on intonation English, Finnish, and English spoken by Finns /“. Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.
Hincks, Rebecca. „Computer support for learners of spoken English“. Doctoral thesis, Stockholm : KTH Computer science and communication, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-467.
Piotrowski, Jennifer A. „Information Structure of Clefts in Spoken English“. Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10024.
Towards a more complete description of cleft constructions, this thesis comprises an investigation of the prosody, syntax, and information structure of IT clefts, REVERSE WH clefts, and existential THERE clefts in Spoken English. Cleft constructions were extracted from the Santa Barbara Corpus of Spoken American English on the basis of syntactic characteristics, and empirical methods were developed for evaluating clefts with respect to prosody and information structure factors. Native speaker-hearer judgments about cleft constructions in authentic spoken language were gathered to provide a basis for operational definitions of PROSODIC PROMINENCE, GIVENNESS, NEWNESS, CONTRASTIVENESS, and levels of contextual RELEVANCE. While cleft constructions have conventionally been discussed as contrastive focusing devices, the current study provides empirical evidence for a more complex view of clefts. Added to past corpus studies, this thesis shows that English cleft constructions exhibit a broader range of subtypes and functions than captured by traditional accounts.
Committee in Charge: Dr. Doris L. Payne; Dr. Melissa A. Redford
Kuo, Chen-Li. „Interpreting intonation in English-Chinese spoken language translation“. Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492917.
Black, Gladys Elizabeth. „Educational drama, regional dialect & spoken standard English“. Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390152.
Pace-Sigge, Michael. „Evidence of lexical priming in spoken Liverpool English“. Thesis, University of Liverpool, 2010. http://livrepository.liverpool.ac.uk/7873/.
Hjelte, Maria. „Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School“. Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.
Cohan, Jocelyn Ballantyne. „The realization and function of focus in spoken English /“. Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Loc, Ton That Tung, und n/a. „Assessing the spoken English of Vietnamese EFL teacher-trainees“. University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.
Munyandamutsa, Jean Baptiste. „Study of the Rwandan learners' intelligibility in spoken English“. Thesis, Cardiff University, 2005. http://orca.cf.ac.uk/55571/.
Thiele, Klaus. „Metaphors in spoken academic discourse in German and English“. Thesis, Aston University, 2013. http://publications.aston.ac.uk/20907/.
Ho, Wai Ching. „The English spoken and written narratives of Cantonese speakers“. HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/76.
Tucker, Benjamin Vardell. „Spoken Word Recognition of the Reduced American English Flap“. Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194987.
Hinrich, Sally Wellenbrock. „A contextualized grammar proficiency test using informal spoken English“. PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3816.
Ranbom, Larissa J. „Lexical representation of phonological variation in spoken word recognition“. Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/1425750.
McGuire, Michael Larson-Hall Jenifer. „Formulaic sequences in English conversation improving spoken fluency in non-native speakers /“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11024.
Початко, Тетяна Володимирівна, Татьяна Владимировна Початко und Tetiana Volodymyrivna Pochatko. „A sidelight on conversational english“. Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/78074.
Islam, S. M. Ariful. „L1 Influence on the Spoken English Proficiency of Bengali Speakers“. Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-883.
Roberts, Paul. „Spoken English as a world language : international and intranational settings“. Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/11110/.
Cane, Graeme. „A linguistic description of spoken Brunei English in the 1990s“. Thesis, University of Strathclyde, 1993. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21242.
Jones, Christian. „Spoken discourse markers and English language teaching : practices and pedagogies“. Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12260/.
Plum, Guenter Arnold. „Text and Contextual Conditioning in Spoken English: A genre approach“. Thesis, The University of Sydney, 1988. http://hdl.handle.net/2123/608.
Plum, Guenter Arnold. „Text and Contextual Conditioning in Spoken English: A genre approach“. University of Sydney. Linguistics, 1988. http://hdl.handle.net/2123/608.
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.
Good, Erin. „The Processing and Acquisition of Two English Contours“. Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195900.
Sharp, Harriet. „English in spoken Swedish : a corpus study of two discourse domains“. Doctoral thesis, Stockholms universitet, Engelska institutionen, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-10669.
Li, Hui. „Measuring and assessing L2 English spoken vocabulary : insights from Chinese candidates“. Thesis, Swansea University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579584.
De, Klerk Vivian A. „The use of actually in spoken Xhosa English : a corpus study“. World Englishes, 2005. http://hdl.handle.net/10962/d1011588.
Collins, Brett. „SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS“. Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500157.
Ph.D.
In this study I addressed three problems related to how sandhi-variation, the adjustments made by speakers to the speech stream, filters comprehension for second language listener processing. The first was the need to better understand proficiency problems encountered by L2 listeners as they decode the speech stream with the phonological features of sandhi-variation, elision and assimilation, by investigating the item difficulty hierarchy of the phenomena. The second was the scarcity of research on aural processing abilities of second language learners in relation to their understanding sandhi-variation in aural texts. The third concerns the lack of research investigating links between learners’ backgrounds and their ability to handle listening texts, especially variations in the speech stream in target aural texts. The purpose of this study was threefold. My first purpose was to investigate the item difficulty hierarchy of sandhi-variation types that learners have in relation to L2 listening proficiency. My second purpose was to evaluate links between aural input containing elision and assimilation and second language aural processing, to provide insight into how learners deal with sandhi-variation as they process such input. My third purpose was to investigate through the use of interviews the aural input that participants have encountered prior to the interventions of this study, to help explain which types of aural input can facilitate intake. Twenty-five first- and second-year Japanese university students participated in the current study. The participants completed a series of instruments, which included (a) a Test of English as a Foreign Language Paper-Based Test (TOEFL PBT), (b) a Listening Vocabulary Levels Test (LVLT), (c) a Modern Language Aptitude Test–Elementary (MLAT-E), (d) a Pre-Listening in English questionnaire, (e) an Elicited Imitation Test (EIT), and (f) a Background and Length of Residency interview. The EIT was used as a sandhi-variation listening test with two component parts (i.e., elision and assimilation) and two sub-component parts (e.g., two different utterance rates), using elicited imitation. Finally, the participants were interviewed about their language backgrounds to gauge their understanding and feelings about English. An empirical item hierarchy for elision and assimilation was investigated, along with the determinants of the hierarchy. Overall, the tendency was for items with elision and assimilation to be more difficult. Results also indicated that the two input rate variables combined with elision and assimilation affected the non-native participants’ listening comprehension. Moreover, the strength of the relationship between two measures of the participants’ language ability, proficiency and aptitude, and their comprehension of items with and without the phonological features of elision and assimilation, were investigated. The results confirmed a positive relationship between language aptitude as measured by the MLAT-E and the comprehension of the phonological features of elision and assimilation. Finally, the results indicated that there were no significant, positive correlations between English language proficiency scores and both the Pre-Listening Questionnaire, which measured the participants’ feelings about second language listening, and the Background and Length of Residency Interview. More research needs to be conducted to determine how learners’ backgrounds are related to listening comprehension in order to better prescribe aural input in second language listening classrooms.
Temple University--Theses
Moussa, Jase Education Faculty of Arts & Social Sciences UNSW. „The impact of spoken English on learning English as a foreign language: a cognitive load perspective“. Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/43041.
Austin, Shaun. „"Why should I talk proper?" : critiquing the requirement for spoken standard English in English secondary schools“. Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/9362/.
Tristram, Hildegard L. C. „Diglossia in Anglo-Saxon England, or what was spoken Old English like?“ Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2006/697/.
Montgomery, W. P. G. „'Pilings of thought under spoken' : the poetry of Susan Howe, 1974-1993“. Thesis, Queen Mary, University of London, 2003. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1830.
McGuire, Michael. „Formulaic sequences in English conversation: Improving spoken fluency in non-native speakers“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11024/.
Ng, Ming-yin Erika, und 吳名賢. „"Hong Kong English": a source of pride or a disgrace?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31677010.
Fullilove, John Pope III. „Examining oral English proficiency: some factors affecting rater reliability in the use of English oralexamination“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B4389334X.
Thuoc, Bui Duc, und n/a. „Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College“. University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.
Cribb, V. Michael. „Coherence in the extended spoken discourse of non-native speakers of English“. Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493811.
Schäpers, Uta Katharina Elisabeth. „Nominal versus clausal complexity in spoken and written English theory and description“. Frankfurt; M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/992431271/04.
Timmis, Ivor. „Corpora, classroom and context : the place of spoken grammar in English language teaching“. Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/12246/.
Chen, Wan-Ting. „A corpus study of differences in the spoken English and spoken Mandarin Chinese of Taiwanese EFL students in Liverpool and Taiwan“. Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3025924/.
Willis, Genevieve L. „Does a rising intonation at the end of a spoken statement affect a witness's credibility?“ Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1381.
MATSUBARA, Shigeki, und Yasuyoshi INAGAKI. „Incremental Transfer in English-Japanese Machine Translation“. The Institute of Electronics, Information and Communication Engineers, 1997. http://hdl.handle.net/2237/11131.
Paskewitz, Paul Francis-xavier. „A corpus-based study of recurrent errors in the spoken and written English of native cantonese speakers“. Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?b21161781.
Shum, Nam Lung, und 沈南龍. „The occurrence of schwa among Cantonese speakers of English in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31949654.
Jensen, Marie-Thérèse 1949. „Corrective feedback to spoken errors in adult ESL classrooms“. Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.
Brenchley, Mark David Tristan. „The developing relationship between spoken and written syntax in an English secondary school“. Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19913.
D'Albora, González Marcela. „Lexical and lexico-syntactic innovations: a research into creativity in spoken english discourse“. Tesis, Universidad de Chile, 2012. http://www.repositorio.uchile.cl/handle/2250/112840.
The purpose of the present study, which is mainly of a qualitative nature, is to give a cognitively-oriented account of lexical and lexico-syntactic creativity in the English language grounded in some influential descriptions made within the domain of cognitive Linguistics. Our interest is focused on the underlying conceptual mechanisms of meaning construction, specifically on the cognitive operations accounting for the processes of word formation and semantic extension. The descriptive and analytical tasks of this study will be based, primarily, on three cognitive mechanisms actively involved in linguistic innovation: mental spaces, radiality, and frames. The main assumption made at the beginning of this proposal is that lexical and lexico-syntactic creativity, as a dynamic communicative process, is not only a function of language use (as many studies in the field ascertain) but also a powerful mechanism of cognitive processing.