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Al-Jarrah, Rasheed S. "An optimality-theoretic analysis of stress in the English of native Arabic speakers." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238739.
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The overall purpose of this study is to analyze the acquisition of English word-stress by Arabic speakers in light of advancements in Optimality Theory. It has been reported that Arab second language learners of English have difficulty in acquiring the various patterns of English word stress. According to OT, the reason for this difficulty is that although these speakers, like native speakers, have full command of the universal and violable constraints that are operative in determining where stress falls in the word, they fail to capture or induce the exact ordering of these constraints. The basic premise of OT is that each grammar is a unique way of ordering the set of universal and violable constraints that determine the actual output form of a certain linguistic feature, say word-stress in this case. In other words, whereas Arabic word-stress and English word-stress are both subject to the same set of universal and violable constraints, they differ in one respect: the ordering of these constraints. The sole task of the learner then is to capture the correct ordering that determines which syllable in each word carries main stress.This study consists of four chapters. In chapter one, we introduce the problem of the study and the basic background information for an OT analysis, the task we undertake for word stress in subsequent chapters. Chapter two reviews word-stress placement in three competing models: linear approach (Chomsky and Halle 1968), nonlinear approach (Liberman and Prince 1977; McCarthy 1979; Hayes 1980, 1982, 1991), and finally Optimality Theory (Prince and Smolensky 1993; McCarthy and Prince 1993a, b). In chapter three, we introduce the set of constraints that are relevant for predicting the place of stress, not just in English and Arabic, but in all languages. Hence, these constraints are literally present in all languages, though their ranking is language-specific. Then, we develop a ranking of the set of constraints particular to Arabic and another one particular to English. In chapter four, we set out to compare the two constraint rankings in order to (1) predict stress errors in the interlanguage of native speakers of Arabic when learning English, and (2) demonstrate how, by making use of the notion of constraint demotion, those learners can make their English more native-like with respect to stress placement.This study has diverted from a standard OT analysis in at least two ways. First, we allow for some alignment constraint (namely MAIN-RIGHT) to be interpreted as a nongradient constraint. Second, we allow for constraint parameterization. NONFINAL is parameterized to account for Arabic word stress; and WSP is parameterized to account for English word stress.This study has shown that there are significant differences between Arabic and English as far as the ranking of the universal and violable constraints is concerned. Among the major differences are the following. (1) WSP is irrelevant for stress placement in Arabic. (2) Arabic requires that FOOT-BINARITY be interpreted under a moraic analysis, but English requires it to be interpreted under a syllabic analysis. (3) Arabic requires constructing metrical feet from left to right (i.e. ALL-FEET-LEFT >> ALL-FEET RIGHT), English require that it be the other way around (i.e. ALL-FEETRIGHT >> ALL-FEET-LEFT). (4) In. ploysyllabic words, whereas a final syllable that weighs two or more moras is parsed in English, only a final syllable that weighs three moras is parsed in Arabic. (5) Arabic requires that PARSEσ dominates FOOTBINARITY, but English requires the opposite ranking.
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Winter, Hannah. "PROBLEMS CONFRONTING HEBREW SPEAKING ELEMENTARY SCHOOL PUPILS OF ENGLISH (ESL)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275321.
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Madkhali, Husam M. "A language curriculum model : a case study in Saudi Arabia." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317744.
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This study is threefold: 1) To investigate the needs of English for Academic Purposes at the Institute of Public Administration (IPA) in Riyadh, Saudi Arabia (SA), and the needs of English for Job Purposes in the Saudi private sector; 2) To establish goals based on the needs found; and 3) To propose an alternate design for the current English Language Center at the IPA in SA. The researcher used multi-modal approach to data collection that included questionnaires, focus groups, and interviews with different populations: managers, employees, human resource managers, students, and teachers. In business settings, the results showed that English is often used in the private sector for the following reasons: existence of non-native speakers of Arabic expatriates in the private sector in SA, nature of the company, dealing with international companies, agents of some international companies, and the company itself is not Saudi. In academic settings, students faced difficulties mainly in three skill area: reading, writing, and speaking. Based on the needs found, the researcher suggested teaching two business courses: Business Correspondence and Business Communication. In addition, the researcher proposed an alternate design for the current program at the English Language Center which should focus on General English, rather than English for Specific Purposes.Department of English
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Faqeehi, Muhammad Ali. "Exploring the effects of combined strategies on English vocabulary learning among Saudi Arabian university freshmen." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263924.
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Al-Hadlaq, Mohammed S. "Retention of words learned incidentally by Saudi EFL learners through working on vocabulary learning tasks constructed to activate varying depths of processing." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263891.
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This study investigated the effectiveness of four vocabulary learning tasks on 104 Saudi EFL learners' retention of ten previously unencountered lexical items. These four tasks were: 1) writing original sentences (WS), 2) writing an original text (i.e. composition) (WT), 3) filling-in-the-blank of single sentences (FS), and 4) filling-in-the-lank of a text (FT). Different results were obtained depending on whether the amount of time required by these tasks was considered in the analysis or not. When time was not considered in the analysis, the WT group outperformed the other groups while the FS group obtained the lowest score. No significant differences were found between WS and FT. The picture, however, changed dramatically when time was considered in the analysis. The analysis of ratio of score to time taken revealed no significant differences between the four groups except between FT and FS, and it was in favor of FT. The differences in vocabulary gains between the four groups were ascribed to the level (or depth) of processing these tasks required the subjects to do and to the richness of the context available in two of the four exercises, namely WT and FT. The researcher concluded that composition writing was the most helpful task for vocabulary retention and also for general language learning, followed by FT. Sentence fill-in was considered the least useful activity in this regard.Department of English
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Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.
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This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.
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Madkhali, Shaikah A. "Effects of training ESL Saudi female students on some reading strategies." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.
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This study took place in the Institute of Public Administration (IPA) in Riyadh. It investigates the effectiveness of teaching four reading strategies on ESL Saudi female students' reading comprehension and on their reported use of these strategies. The strategies taught are two "global" strategies: finding main ideas and prediction. Global strategies are those related to general approach and comprehension of the reading passage. The other two strategies are problem solving strategies: word analysis and guessing meanings of words. Problem solving strategies are concerned with working directly and analyzing the reading text.The study has three goals. First, the study aims to investigate the impact of teaching global and problem solving strategies on preparatory level students' reading comprehension. Second, it compares the impact of teaching global strategies on reading comprehension and that of teaching problem solving strategies on readingcomprehension. Third, it measures how preparatory level students' perception of use of strategies develops after teaching these strategies to the students.There were three groups of preparatory students (beginning) representing two treatment groups and one control group. Each treatment group received training in different strategies. The number of students in the global strategy group was twenty-four, and in the problem solving strategy group it was twenty-two students. Students in the control group numbered twenty-one. Measurements consisted of reading comprehension tests and a questionnaire about reading strategies conducted over pre- and post-training stages.The results obtained from the two measurements lead to three findings. First, the two training groups (global and problem solving) experienced only non-significant improvement in their post- reading comprehension when compared to the control group. This means that reading strategy training did not significantly improve their reading comprehension. Second, there was no significant difference between the two treatment groups in their gain in reading comprehension. This implies that the present study did not show any favor of training students on global strategies over training them on problem solving strategies. Third, there were various results regarding students perception of using the strategies they were taught. Students mostly showed decrease in their perception of using strategies either significantly or non-significantly except for two strategies which were using context clues and prediction. Students showed more significant awareness of using contextual clues after the treatment. They also revealed an almost significant gain in their perception of using prediction.Department of English
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Alqurashi, Fahad. "Computer supported collaborative learning in composition classrooms in Saudi Arabia." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317739.
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This study investigated the reactions of Saudi college students to collaborative learning techniques introduced in two modalities: face-to-face and web-based. Quantitative data were collected with a questionnaire that examined the changes of three constructs: attitudes toward collaboration, social self-efficacy, and perceived peer academic support of composition students at Umm Alqura University, Saudi Arabia. Students in the experimental group collaborated electronically using Blackboard, a web-based environment while students in the control group collaborated face-to-face. Students' responses to the questionnaire did not show any significant differences between the experimental group and control group with respect to the three variables.Three factors might have led to such results. First, one of the scales used in the questionnaire had low reliability that could have affected its procedure implementation. Second, collaborative learning is a new technique to Saudi students that could have contradicted the learning styles they studied according to since elementary school. Third, there were technical obstacles experienced during the experiment (i.e. no enough computer labs and no full access to the Internet) that could have been a discouraging factor for the subjects.Qualitative data collected through a post-study survey reflected the participants' positive attitudes towards peer response techniques applied throughout the experiment, giving and receiving comments, and working with computers. Such positive attitudes reflect the need to update composition teaching methods, introduce process-oriented pedagogies, foster group work strategies, and develop more computer resources and networking facilities.Department of English
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Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.
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This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first language (Ll) translation silently while writing it down4. Verbal-written repetition (VWR): repeating the foreign word with its first language (L1) translation out loud while writing it downThe following hypotheses were investigated in this study:1. For Saudi EFL college learners rote repetition (RR) is an effective learning strategy in vocabulary learning for both short and long term retention.2. In terms of their impact on short-and-long-term retention, the four RR strategies investigated in this study are predicted to be ranked as follows: VWR > SWR > VR > SR.Four treatment groups with a total of one hundred and thirty three freshmen Saudi students majoring in English language and translation participated in this study. Each group was introduced to one of the above repetition strategies, trained to use the strategy, and instructed to carry out a vocabulary learning task using the specified strategy. The learning task was a memorization task of new English words with their Arabic equivalent translations. An iaanediate recall test (IRT) was administered right after the learning task was carried out followed by a one-week delayed recall test (DRT).The results obtained from participants' scores on both recall tests indicate that rote repetition strategies are effective strategies for Saudi EFL college students and help them in increasing their retention scores. The results also indicate that the SWR and VWR are more effective memorization strategies than VR and SR. The former strategies yielded better retention not only on the IRT but also on the DRT.College of ArchitectureDepartment of English
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Omara, Salma. "The comprehension of conversational implicatures : a cross- cultural study." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862271.
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Research shows that L2 learners' communicative problems are often pragmatic in nature. Pragmatic competence has been defined as the ability to recognize the force and the intended meaning of an utterance by making judgments about its appropriateness (Thomas 1983). Studies on interlanguage pragmatics have provided evidence that conversational strategies differ cross-linguistically and cross-culturally. Also, recent studies on the way native and nonnative speakers of English comprehend and understand conversational implicatures (Bouton 1988, 1989, 1990) have revealed that non-native speakers of English do not interpret implicatures the way native speakers do and that this is due to cultural differences.This study investigated the way native speakers of Arabic and (American) English interpret and comprehend implicatures. It was hypothesized that, as a part of their communicative competence, the Arab speakers' ability to interpret implicatures in English may be influenced by four variables: 1) overall proficiency level in English (measured by standardized ESL tests); 2) length of exposure to American culture; 3) level of motivation to learn English andattitudes toward Americans and American culture; and 4) strategic interference due to the differences in pragmatic functions between Arabic and English.136 subjects (61 Arabs and 75 Americans) participated in this study, which employed three empirical instruments: 1) an implicature questionnaire designed in the form of a multiple-choice test to test the native and nonnative subjects' comprehension of implicatures; 2) a motivation/attitudes questionnaire to measure the non-native subjects' motivational levels for learning English and their attitudes towards American culture and people; and 3) the Michigan Proficiency Test, a standardized test of grammar, vocabulary, and reading comprehension. In addition, a post-test interview was used to gather information from non-native speakers regarding the choices made on each implicature question.Statistical analyses of the results revealed significant differences between native and nonnative speakers in their comprehension and interpretation of implicatures. In a multiple-regression, length of stay was found to be a significant predictor of non-native speakers' comprehension of implicatures.Department of English
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Monassar, Hisham M. "Cohesion and coherence : contrastive transitions in the EFL/ESL writing of university Arab students." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312004.
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This dissertation investigates the expression of contrastive transitions in the ESL/EFL (English as a Second Language/English as a Foreign Language) writing of university students of Arabic language background. For this purpose, an experimental group of 30 freshmen at Sohar University in Oman whose native language is Arabic served as the experimental group. They did three tasks, two writing activities and a cloze test, ranging from semi controlled (free writing) to the highly controlled cloze test. A control group of 30 Ball State University freshmen in Muncie, Indiana who speak English as a native language performed the same three tasks.For the first task, the subjects wrote about one of 15 possible topics. They then performed the second task, which was writing about a different topic, and were also provided a list of 35 contrastive transitions to use at their discretion. For the third task, the subjects inserted contrastive transitions in the blanks of the doze test, marking the confidence in their choices on scales provided in the margins.This study indicates that the Arabic ESL/EFL students use contrastive transitions when writing contrastively in English. However, the expression of these contrastive transitions is relatively inadequate and limited compared to that of their native-English speaking peers. The Arabic students show a high rate of success in their expression of but as a contrastive transition. However, they show a lower rate of success in their expression of other contrastive transitions. Furthermore, the difference in the levels of confidence in the choices between appropriate and inappropriate contrastive transitions used in a controlled context shows they have little or no idea if their choices are correct or not.Department of English
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Bader, 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.
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The purpose of this study is to determine the type, possible source and gravity of errors found in the Test of Written English and Placement Tests compositions written by native speakers of Arabic at college level. The first part of the study is an error analysis designed to reveal the types of errors that are most frequently made by Arab students at college level. The sources of these errors are explained according to Richards' classification of errors as inter- and intralingual (1971). Seven types of errors are identified under interlingual category: articles, prepositions, the copula, embedded questions, pronoun retention, semantic and stylistic errors. Intralingual errors included errors in overgeneralization and ignorance of rule restriction.
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Ahmed, Ahmed Khaled. "The relationship between students' cognitive styles and their proficiency in English as a second language." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1033643.
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The purpose of this study was to investigate aspects of cognitive styles in relationship to the academic orientation of Arab ESL students. More specifically, this study attempted to answer the following questions:1- What are the different cognitive styles Arab students use in their learning of English as a second language?2- To what degree do Arab students who possess different cognitive styles perform differently on the Michigan Test of English Language Proficiency?3- Are students' academic majors related to their proficiency in English as a second language?The subjects of this study were 82 students representing 11 Arab countries enrolled in ESL programs in four American universities. The Inventory of Learning Processes (Schmeck, Ribich, & Ramanaiah, 1977), was used to measure the students' cognitive styles and the Michigan Test of English Language Proficiency (MTELP) was used to measure their performance on English as a second language.Results of this study indicated that Arab students fall on a continuum of four different cognitive styles with Elaborative Processing being the most dominant cognitive style among Arab students (44% of students). Deep Processing and Fact Retention were the next two cognitive styles Arab students possessed (26%, 21 % of students respectively). Only 10% of students possessed the Study Methods cognitive style. There was no significant relationship between students' cognitive styles and their performance on English as a second language except for the weak positive relationship that existed between the cognitive style of Elaborative Processing and proficiency in English as a second language. It was also found that students' academic majors played a major role in their performance on MTELP. Literature majors performed significantly better than science majors in English as a second language.It was recommended that ESL instructors at American universities identify Arab students' cognitive styles by using ILP prior to their enrollment in ESL courses. It was also recommended that ESL instructors vary their teaching strategies and resources so that individual student's needs regarding cognitive style are met. Further research is needed to investigate the interaction between students' academic majors, their cognitive styles and their proficiency in English as a second language. It is also important to further explore the relationship between the Elaborative Processing scale and students' proficiency in English as a second language.Department of Secondary, Higher, and Foundations of Education
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AlSaif, Abdullah. "Investigating vocabulary input and explaining vocabulary uptake among EFL learners in Saudi Arabia." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678355.
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Alasfour, Aisha Saud. "Grammatical Errors by Arabic ESL Students| An Investigation of L1 Transfer through Error Analysis." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826886.
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This study investigated the effect of first language (L1) transfer on Arabic ESL learners’ acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students’ errors predicted by CA.
Students in this study made L1 errors along with other errors. Although no statistical difference was found between the frequency of transfer and other (non-transfer) errors, L1 transfer errors were still common for many learners in this data. The frequency of the relative clause L1 transfer errors was slightly higher than other errors. However, passive voice L1 errors were as frequent as other errors whereas definite article L1 errors were slightly less frequent than other errors. The analysis of the interviews suggested that L1 still played a crucial role in influencing learners errors.
The analysis also suggested that the frequency of transfer errors in the papers used in this study might have been influenced by CA-informed instruction students received and students’ language level. Specifically, learners reported that both factors helped them reduce the frequency of L1 transfer errors in their writing.
The teaching implications of this study include familiarizing language instructors with possible sources of errors for Arabic ESL learners. Language instructors should try to identify sources of errors by conducting their own analyses or consulting existing literature on CA paired with EA. Finally, I recommend adopting a CA-informed instruction to help students reduce and overcome errors that are influenced by their L1.
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Qandil, Mahmoud Ahmed. "The Effect of Text Structure and Signaling Devices on Recall of Freshman Arab Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331413/.
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The problem of this study was to examine the effect of text structure and signaling devices on immediate and delayed recalls of freshman Arabic-speaking students after reading a text. Subjects for the study were forty-five freshman Arabic-speaking students enrolled in three freshman English courses at a state university. All subjects were male students. The subjects-were chosen on a voluntary basis. The subjects were given the Reading Comprehension Section of the TOEFL. They were then divided into groups of good, average, and poor readers according to their performance on the TOEFL. Two well—organized passages of expository text with clearly identifiable top-level structure of problem/solution and appropriate reading levels were selected for the study. Two versions of each passage were adapted — one with the signaling devices included in the passage and the other with the signaling devices deleted. Each subject read one version of each of the two passages. The immediate and delayed recalls of the subjects were scored by an unbiased scorer. The scorer was an expert teacher of English to foreign students. Hypothesis I stated that good readers would be able to utilize the writer's rhetorical mode of the text at a significantly higher level than average and poor readers. This hypothesis was supported. The results of Chi square analysis was significant at the .03 level for immediate recall, and at the .01 level for the delayed recall. Hypothesis II stated that readers of each of the three groups who followed the original rhetorical mode of the text would recall significantly more information than those who failed to do so. This hypothesis was also supported. The results of the Two-way Analysis of Variance were significant at the .01 level for both immediate and delayed recalls. Hypothesis III stated that the students of all three groups would recall significantly more information from the passage with signaling devices than from the passage without signaling devices. This hypothesis was not supported. Signaling devices helped good and average readers to recall significantly more information, while the group of poor readers was not affected by the presence of these signaling devices. The findings suggest that training non-native speakers in identifying and utilizing different rhetorical structures might facilitate their reading comprehension. There is also a parallel need in writing instruction so that writers can . offer this facility to their readers.
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Abu-Jarad, Hassan Ali. "English interlanguage of Palestinian University students in Gaza Strip : an analysis of relative clauses and verb tense." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458974.
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This study investigated the relative clause formation and the coding of tense in the English interlanguage of thirty-two Palestinian students at the six colleges of the Islamic University of Gaza.Three composition topics were designed to elicit the learners' expression of the various English tenses and relative clauses.Findings: The data show that Palestinian learners' switching of tense results from using English morphology to express an aspectual system similar to that of Palestinian Arabic. The English past tense and present tense are used to mark Palestinian perfective and imperfective aspects, respectively. The subject-verb agreement marker and the concord markers 's/is and 'm/am are omitted in relative clauses and when there is a change in aspect.In the area of relative clauses, the data show that relative clauses are ninety percent independent of the Palestinian Arabic structuring of relative clauses. The learners use resumptive pronouns not only in clauses where the predicate incorporates a noun, adjective, or a prepositional phrase, but also before verbs. Conclusions:1. There is a large amount of influence from the Palestinian aspectual system on the learners' use of English tense.2. Subject-verb agreement problems can be solved when the problem of tense shift is solved, because of the cooccurrence of these phenomena.3. EFL teachers in Gaza Strip should not over-react to their students' tense usage in narrative passages and should not require them to write in a particular tense in an artificial manner.4. The learners' errors should be tolerated and should not be considered as indications of faulty learning.
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Yao, Michelle, and 姚君霓. "How English speakers learn Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31601790.
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Chan, Nga-ting, and 陳雅庭. "A study of English pronunciation teaching of stress and rhythm to Cantonese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517605X.
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Sterzuk, Andrea. "A study of indigenous English speakers in the standard English classroom." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19389.
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This thesis explores the experience of dialect speakers of Indigenous English in the Standard English School. Indigenous English is a dialect of English spoken by many Aboriginal people in Canada; it is especially discernable in the Prairie Provinces, yet it is not widely recognized by the majority of the population. This classroom study was conducted in a semi-urban community in East Central Saskatchewan. The focus of the research was six children in a Grade 3 classroom, four of whom are First Nations and Indigenous English Speakers. The remaining two children are White and speakers of Standard English. The results of this study indicate that the First Nations children of this study speak a dialect of English that differs phonologically, morphologically, syntactically, and lexically from the Standard English spoken in Saskatchewan. These children are all below grade level in Language Arts and follow modified programs. They experience difficulty in phonics and spelling and are receiving additional support from classroom assistants, resource room teachers and speech pathologists. It would also appear that these children are experiencing institutional racism in a number of forms. Possible resolutions to the problems faced by these students may include teacher training and dialect awareness classes. This field has not been adequately explored and further research is needed to discover viable solutions to the issues experienced by dialect speakers of Indigenous English in the Standard English classroom.
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Kennedy, Elizabeth Anne. "The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyads." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28082.
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While researchers generally recommend a 1:1 ratio of native speakers (NSs) to non-native speakers (NNSs) be maintained in multicultural preschool classrooms, these- ideal proportions are often unrealistic in regions where populations reflect high concentrations of ethnic groups. In these areas, where enrolments usually consist of a majority of NNSs, pedagogical modifications may be necessary to ensure second language learners are exposed to sufficient amounts of 'meaningful target language input' which is considered essential for second language acquisition (Krashen, 1979).
This study investigated the effects of deliberate pairing on NSs and those NNSs who had low English language proficiency (L) in one multicultural preschool where NNSs outnumbered NSs by 3:1. Four NS subjects were videotaped, employing a multiple baseline design, as they interacted with their peers during a math game activity time. The effects of the treatment on four interactional measures were analysed using Ruvusky's statistic.
Results, as predicted, indicated significant differences for three of the four measures. When deliberately paired, both NSs and NNSs(L) took more turns, and NSs uttered significantly more directives to their NNS(L) peers than they did during the freeplay situation. -Deliberate pairing of NSs and NNSs(L) has been shown to be a successful technique for exposing NNSs(L) to increased levels of target language input in this multicultural preschool. Implications for teachers are outlined and the role of NSs in multicultural classrooms is discussed.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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羅美嫻 and Mei-han Crystal Law. "The acquisition of English subject-verb agreement by Cantonese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31627766.
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Ganchi, Fatima. "An analysis of requests produced by second language speakers of English and how these requests are received by English first language speakers." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71918.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: During the course of my work as Communications lecturer at a multicultural university, I have noticed differences in the manners in which Sesotho-speaking and Afrikaans-speaking students make the same requests to me while speaking English. There exists a possibility that these second language (L2) requests could be deemed inappropriate and/or unintelligible by first language (L1) speakers of English. It is possible that miscommunication may result when requests by one culture group is judged as inappropriate and/or unintelligible by another. The aims of my study were to investigate (i) whether there are indeed differences in the manners in which L1 Sesotho and L1 Afrikaans speakers make requests when speaking English and (ii) how the differences in the (a) politeness, (b) formalness, (c) appropriateness, (d) grammaticality and (e) intelligibility of these requests made by the above-mentioned two groups manifest, as judged by L1 speakers of English. In terms of research methodology, I elicited requests in English from two culturally and linguistically different groups of students (17 L1 Afrikaans and 17 L1 Sesotho) by means of a written scenario completion task. One scenario involved a high imposition situation and the other a low imposition. The requests made by the two groups were then analysed using the Cross Cultural Speech Act Realisation Project (CCSARP) framework of Blum-Kulka, House and Kasper (1989a). Each request was also judged by eight L1 English speakers. Data analysis showed that there are indeed differences in the way in which Afrikaans- and Sesotho-speaking people put forth English requests. In terms of CCSARP categories, the Sesotho speakers used more alerters and more politeness markers than the Afrikaans speakers did. Sesotho and Afrikaans speakers also differed in their responses to high and low imposition situations – for example, Sesotho speakers used more grounders in the low imposition request than in the high imposition request, whereas Afrikaans speakers’ requests showed the reverse pattern. In terms of ratings received by L1 speakers, although Sesotho speakers’ requests were judged as more polite, Afrikaans speakers’ requests were judged as more appropriate and grammatically correct. The findings have implications for curriculum design: By being mindful of the workings of intercultural verbal and nonverbal communication and by acknowledging that people from different cultural backgrounds bring to a conversation certain culturally inherited factors which influence them and the interlocutors, I can use the results of this study to better inform the different L1 groups in my classes how to change their requesting behaviour so as to make requests that are judged by L1 English speakers as being appropriate.
AFRIKAANSE OPSOMMING: Tydens my werk as Kommunikasie-dosent aan ‘n multikulturele universiteit het ek verskille opgelet in die manier waarop Sesotho-sprekende en Afrikaanssprekende studente dieselfde versoeke aan my rig wanneer hulle Engels praat. Die moontlikheid bestaan dat hierdie tweedetaal- (T2) versoeke as ontoepaslik en/of onverstaanbaar beskou kan word deur eerstetaal- (T1) sprekers van Engels. Dit is moontlik dat miskommunikasie kan ontstaan wanneer versoeke deur een kultuurgroep as ontoepaslik en/of onverstaanbaar beoordeel word deur ‘n ander kultuurgroep. Die doelstellings van my studie was om die volgende te ondersoek: (i) of daar inderdaad verskille bestaan in die manier waarop T1 Sesotho- en T1 Afrikaanssprekendes versoeke in Engels rig en (ii) hoe verskille in die (a) hoflikheid, (b) formeelheid, (c) toepaslikheid, (d) grammatikaliteit en (e) verstaanbaarheid van hierdie versoeke deur bogenoemde twee groepe manifesteer, soos beoordeel deur T1-sprekers van Engels. In terme van navorsingsmetodologie het ek versoeke in Engels van twee kultureel en talig verskillende groepe studente (17 T1 Afrikaans en 17 T1 Sesotho) ontlok deur gebruik te maak van ‘n geskrewe scenario-voltooiingstaak. Een scenario het ‘n versoek met ‘n hoë afdwingingsvlak (imposition) behels en die ander met ‘n lae afdwingingsvlak. Die versoeke gerig deur die twee groepe is toe geanaliseer deur gebruik te maak van die sogenaamde Cross Cultural Speech Act Realisation Project (CCSARP)-raamwerk van Blum-Kulka, House en Kasper (1989a). Elke versoek is ook deur agt T1-sprekers van Engels beoordeel. Data-analise het aangedui dat daar wel verskille is in die manier waarop Afrikaans- en Sesotho-sprekendes versoeke in Engels rig. In terme van CCSARP-kategorieë het die Sesotho-sprekendes meer attentmakers (alerters) en meer hoflikheidsmerkers as die Afrikaanssprekendes gebruik. Sesotho- en Afrikaanssprekendes het ook verskil in hul reaksie op hoë en lae imposisie-situasies – Sesotho-sprekendes het meer redeverskaffers (grounders) in die lae afdwingingsversoek as in die hoë afdwingingsversoek gebruik terwyl Afrikaanssprekendes die teenoorgestelde gedoen het. Alhoewel die Sesotho-sprekendes se versoeke as meer hoflik beskou is deur die T1-sprekende beoordelaars, is Afrikaanssprekendes se versoeke as meer toepaslik en grammatikaal korrek beskou. Die bevindinge het implikasies vir kurrikulum-ontwerp: Deur bewus te bly van die aard van interkulturele verbale en nie-verbale kommunikasie en deur te erken dat persone van verskillende kulturele agtergronde sekere kultuur-inherente faktore na ‘n gesprek toe bring wat hulle en hulle gespreksgenote beïnvloed, kan ek die resultate van hierdie studie gebruik om die verskillende T1-groepe in my klasse beter in te lig hoe om hul versoekgedrag aan te pas om versoeke te kan rig wat as toepaslik beskou word deur T1-sprekers van Engels.
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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.
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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
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Younes, Amena. "Bilingual Code-Switching in a Swedish Context : A study of three Swedish-Arabic and three Swedish-English speakers." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-157143.
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Code-Switching (CS) is a world-wide phenomenon, allowing bilinguals across the globe to alternate effortlessly between their languages. As interesting as it sounds, code-switching can be used for a number of reasons, and there are different linguistic contexts in which this phenomenon occurs. Umeå is a very multinational city in northern Sweden, and this paper will present the results from interviewing a group of three (a) Arabic-Swedish speakers and a group of three (b) English-Swedish speakers on their use of language and code-switching. The results show that group a and group b both use CS as a tool to express themselves better, and also to feel a sense of belonging in their different surroundings. Being a bilingual usually comes with two cultures, and this includes many different situations in which these bilinguals use CS.
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Mohamed, Amal Mahdi Ahmed. "Sudanese English language teachers' perceptions of using Arabic in teaching English : a case study of using Arabic in EFL tertiary classrooms." Thesis, University of Exeter, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574402.
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The purpose of this case study is to explore the Sudanese English language teachers' perceptions of the use of L1 (Arabic) in university EFL classrooms of the use of L 1 in university EFL classrooms. It intends to describe and analyse what actually happens in university English language classrooms regarding L1 use to find out the extent to which Sudanese teachers used Arabic is used and what portion of the class time is conducted in Arabic. A further aim was to investigate why the English language Sudanese teachers Arabic in their EFL classes. The method of enquiry made use of face to face interviews, classroom observations as well as field notes. Data was collected from interviewing four Sudanese Arabic native speakers who teach English at one of the tertiary institutions in Sudan. Three lessons for each teacher were observed and audio-recorded. Each teacher was interviewed twice. Findings revealed that all four participant teachers think positively about using L 1 in the TL classroom especially when learners' level in the target language is very low as it is the case with the current Sudanese students. They also believe that L1 plays a very important role if it is judiciously used. All teachers used Arabic in their English language classrooms, but not to the extent they thought they do. The most surprising finding is that, apart from one exceptional lesson, none of them used Arabic utterances more than 2.31% of the class time. The results also showed that these teachers used Arabic language for a variety of purposes and reasons. These purposes were both pedagogical and non-pedagogical.
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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
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Takagaki, Bob. "The acquisition of the English system of pronominalization by adult second language learners." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25526.
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The study presented in this paper is a second language study of the acquisition of the English system of pronominalization by adult learners of English. It is a partial replication of Ingram and Shaw's (1981) first language acquisition study on the same topic.
One hundred and eighty four subjects and twenty control subjects were administered a written task that involved making anaphoric assignments to pronouns in thirty five test sentences, representing seven different sentence construction types.
Analysis of the data indicated that the two syntactic constraints of precedence and dominance played major roles in the anaphoric assignments made by all subjects. In addition, these two syntactic constraints were instrumental in delineating developmental stages in the acquisition process. A comparison of the response patterns displayed by the present study's subjects and those displayed by Ingram, and Shaw's subjects revealed a number of differences. These differences suggested that the acquisition process was not invariant and highly sequential in nature, but dynamic and highly creative, allowing a great deal of latitude in terms of the processing strategies employed.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Powell, Deborah Sue. "Increasing cognitive functioning in science for English language learners." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/3024.
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Wong, Man-ching Vanessa, and 黃玟靜. "The effect of phonological awareness on learning English as a second language: a study with Korean and Chinesesubjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38710833.
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Moss, Siobhan. "The acquisition of English functional categories by native speakers of Inuktitut /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69632.
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Several current studies in language acquisition have focussed on the emergence of functional categories in first and second languages. The properties of functional categories can be exhibited through movement, inflections, case marking and the use of functional elements such as determiners and complementizers.This pilot study investigated the English second language of two groups of Inuktitut speaking schoolchildren at the beginning of the school year to see whether the properties of functional categories in English emerged in the same way as they do for first language speakers. While some of the Kindergarten children showed no access to these properties, others showed partial or complete access to them. Those children who had been in school one year demonstrated access to all of the properties under investigation. The results are discussed with respect to future research methodologies and studies of acquisition.
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Cross, Carmen Sue. "A statistical study of the written errors committed by native English speakers learning Arabic as a foreign language." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260203041.
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Masube, Elizabeth Tobani. "The influence of teacher discourse moves on comprehensibility of language content by English first additional language (EFAL) learners." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/642.
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Thesis (M.ED.) --University of Limpopo, 2010This study was intended to investigate how teacher discourse moves influence comprehensibility of language content by the English First Additional Language (EFAL) learner and promote active participation by the learner in classroom interaction. The research is a Case Study which was conducted at a primary school in the Greater Sekhukhune District in Limpopo Province The Qualitative research approach was applied in the Case Study since the research is concerned with experience as it is lived ‘or felt’ or ‘undergone’ by participants. the key concern of this research is understanding the phenomenon of interest, from the participants’ perspectives, not the researcher’s. The situation in most Black schools is that first of all, teachers who teach English First Additional Language (EFAL) are not first speakers of English themselves. Secondly, learners have a problem of acquiring information through English as an additional language hence the question of comprehensibility of English language content. Teachers and especially learners are de-motivated as they lose interest in what goes on in Englishclassroom interaction due to the comprehensibility of English First Additional Language content As participant observer the researcher in this study concludes that the use of discourse moves by the teacher in classroom interaction enables the learner to comprehend the language content. Also that the teacher’s code-switching and code-mixing into the learners’ home language develops not only comprehensibility of EFAL language content but most of all promotes active learner participation in classroom interaction. This in turn helps the teacher to achieve the desired learning outcomes.
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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.
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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register.
Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002).
The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays.
An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses.
To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.
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Randolph, 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.
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Chen, Selma Shu-Mei. "The effects of L1 word order and English proficiency on non-English speakers' sentence processing." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.
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This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.Department of English
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Chen, Dongdong 1960. "L2 acquisition of English psych predicates by native speakers of Chinese and French." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42003.
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This thesis investigates the second language acquisition of English psych predicates by Chinese-speaking and French-speaking adult learners of English within the Government and Binding Theory. Two major parts comprise the whole work: a study of psych predicates across Chinese, English and French, including verbs like blame and annoy, adjectives such as annoying and annoyed, and nominals like annoyance; and an experiment on Chinese and French learners' knowledge of English psych predicates.An account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causatives of Experiencer Subject (ES) verbs, derived by zero affixation. Different D-structures are suggested for the two classes of verbs, solving the linking problem of psych predicates. The binding problem with EO verbs and corresponding -ing adjectives is resolved by the assumption of anaphoric pro, which enables the anaphor to be bound backwards by the antecedent through the extension of chain-binding theory. The Target/Subject Matter (T/SM) restriction is ruled out by a generalization established on the interaction of the zero CAUS and selectional restrictions.
Given the linguistic analysis that EO verbs are made up of a zero CAUS and a root, and the fact that psych adjectives and psych nominals are derived from these verbs, the central hypothesis for the L2 acquisition of English psych predicates hinges on this zero CAUS. It is predicted that if L2 learners of English have difficulty figuring out the causative nature of EO verbs and -ing adjectives, they should have difficulty recognizing the correct argument structure, the ungrammaticality of T/SM violations and the grammaticality of backwards binding with these predicates. A picture identification task, a multiple choice task and a grammaticality judgment and correction task are designed to test L2 learners' knowledge of these properties. The results obtained through the experiment are discussed with respect to the issues in second language acquisition.
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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.
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Eubank, Ilona M. "The teaching of composition to speakers of non-standard dialects through collaborative learning." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/575.
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Crosby, Christiane Fleur. "L1 Influence on L2 Intonation in Russian Speakers of English." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1070.
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This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.
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Chunyan, Ma. "Additive Bilingualism or ‘Straight-for-English’? The linguistic and cultural impact of different approaches to the teaching of English on children in two Chinese schools." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study examines the impact of two different models of teaching English to Chinese children, to see whether it meets learners&rsquoneeds. These two different approaches appear to lead to different result for children. The results of the analysis appear to show that this teaching programme is failing the children at Z&rsquo
SL. Therefore, the course needs to be reviewed and improved. Four research tools were used in this study: interviews, questionnaires, classroom observation, and document analysis. Interviews and questionnaires were distributed to coordinators and teachers at both schools. Questionnaires were also distributed to the parents of students. Classroom observation was done during normal class time by the researcher. The document analysis dealt with the analysis of the textbooks.
The results of the study appear to show that the teaching programme in English at Z&rsquo
SL has failed to meet the children&rsquo
s needs. The materials are not designed for young learner&rsquo
s needs. They just emphasize the four skills of English in an English environment, but neglect the relatively unstable language situation of the children. The teaching methodology emphasized the direct method, but neglected children&rsquo
s needs. Children should be taught to know how to use a language in the society they live in and to learn a second language effectively for actual use. This study concludes that two-way bilingual education and the cognitive developmental approach are most effective to develop dual language proficiency for Chinese children in their native language and English in order to bring up the children as members of Chinese society. Additive bilingualism education is also appropriate for Chinese children when the home language is a majority language and the school is adding a second minority or majority language. Another consideration is that collaboration between parents and teachers is more effective to provide opportunities for children to maintain their own language and culture while children acquire a second language.
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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.
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Yamazaki-Hasegawa, Tae. "Second language acquisition of aspectual and temporal interpretation in English and Japanese." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608148.
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Wong, Yuk-ling Denise, and 黃玉玲. "On evaluating errors produced by some L2 speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128225.
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Shaheen, Buthaina. "A comparative study of restrictive relative clauses in Latakian Syrian Arabic and English restrictive relative clauses by first language speakers of Latakian Syrian Arabic." Thesis, University of Essex, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589440.
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The study reported in this thesis had two goals. The first was to critically evaluate existing proposals for the syntactic structure of restrictive relative clauses with definite and indefinite heads in English and Latakian Syrian Arabic (a colloquial dialect of Arabic), and to select those proposals which provide the best fit for the facts of English and for the facts of Latakian Syrian Arabic. The second goal was to contribute to the development of a theory of second language acquisition by investigating how speakers of Latakian Syrian Arabic acquire English definite and indefinite RRCs. Since this is the first study of the structure of restrictive relative clauses in Latakian Syrian Arabic, an important first task was to collect grammatical intuitional data from native speakers of that variety. Based on the findings, and the well-known properties of restrictive relative clauses in English, it was argued that the account that best fits the data of English is the traditional operator movement analysis, while for Latakian Syrian Arabic a clitic left-dislocation account offers the best fit. Assuming this analysis, the acquisition of restrictive relative clauses in English by speakers of Latakian Syrian Arabic was investigated using a quasi-longitudinal design. Learners of elementary, lower intermediate, upper intermediate and advanced proficiency (as measured by an independent proficiency test) completed a grammaticality judgement task, a guided gap-filling task and a translation task. Results show first language influence at early stages of learning on some properties, but not all. There is also persistent influence of the first language in later stages of learning, but specifically on properties that involve uninterpretable features. Interpretable features appear to have been fully acquired. The implications of these findings for theories of second language acquisition are considered.
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Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.
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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.
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Li, Aike. "L2 rhythm development by Mandarin and German learners of English." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707918.
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Lu, Guangling. "Cloze tests and reading strategies in English language teaching in China." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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Cloze procedure involves the skills of thinking, understanding , reading and writing based on the learners underlying knowledge of reading comprehension and writing subskills such as grammar and sentence construction. It is regarded as a very efficient test for measuring students integrative competence in English, and has been used in most of the important English tests in China. It is also used as a teaching instrument to help students to improve their reading competence. However, a majority of students perform poorly in cloze tests and they regard it as the most difficult and most unpopular part of the English test. The aim of this study was to find out the problem that Chinese students have with cloze tests and to determine whether they are associated with the inefficient use of reading strategies.
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Liu, Songhao. "The acquisition of the Chinese de-construction by native English speakers." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1192.
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Groot, Ingeborg. "Note-taking in English as a second language acquisition." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.
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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students.Department of English