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Dissertations / Theses on the topic 'English language Study and teaching Russian students'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Aleeva, Daria. "Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/507.

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This study explored the phenomenon of negative transfer from English in the writing of proficient heritage vs. second language learners of Russian. Although a number of studies have examined negative transfer from English into Russian, and other studies have compared the performance of heritage language learners (HLLs) to second language learners (SLLs), little research has investigated the phenomenon of negative transfer in the writing of both HLLs and SLLs and compared the two groups. Thus, this study employed an exploratory approach to empirically investigate the differences in language transfer between the two groups of learners. Specifically, the study addressed the following questions: (1) What are the most common types of negative transfer from English that occur in the writing of students of Russian at the Intermediate High - Advanced levels? (2) Are there differences in types and amount of negative transfer used by HLLs vs. SLLs at comparable levels of proficiency? If so, what are the differences? The research was conducted at the Russian Flagship Program at Portland State University. Participants were 13 advanced students of Russian - 6 heritage speakers of Russian and 7 native speakers of English. The study analyzed the written work of students completed during one quarter. Errors were coded into 13 categories that emerged from the data and frequencies were compared between the groups. The results found that none of the errors were more frequent than 5 per 1000 words. The most common categories were semantic extension, commas after an introductory phrase, lexical borrowings, and null subject errors. However, some categories of errors were associated with only one group, SLL or HLL, and some were not. Specifically, the categories of null subject errors, loan translations, conjunction "yesli/li" (if/whether), adjectives for nationality, and negation errors were found only in the writing of second language learners. There were only two categories limited to the group of heritage language learners: conceptual shift and number errors. The categories of semantic extension, comma after an introductory phrase, lexical borrowings, reflexive possessive pronoun "svoj", capitalization, and preposition errors were found in writing of both groups of students. Overall, second language learners made more transfer errors that heritage learners. Ultimately, this study will be of interest to anyone interested in heritage and second language acquisition of Russian, language transfer in learners of Russian, or the teaching of advanced language courses.

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2

Link, Sharon Kay. "Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5028.

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Soviet Evangelical high school students have experienced a slow and difficult transition to the American classroom. The students were often negatively characterized by their ESL teachers and other school personnel as "difficult" due to their classroom behaviors. Many times, these behaviors did not meet the ESL teacher's expectations, resulting in a culture clash between the teacher and the Soviet Evangelical students. The study found that Soviet Evangelical high school students came to the United States with high expectations of a new life, but little knowledge of the U.S. or the American classroom. Feelings of loneliness, homesickness and frustration quickly set in upon encountering the new language, new school routines and rules and regulations, some of which made no sense to the students. The educational and cultural values that form the Soviet Evangelical students' orientation toward learning and the classroom were found to play a strong role in the transition process and also helped to account for the behaviors ESL educators found so difficult to deal with. These factors. combined with the students' strong in-group identity as Soviet Evangelicals. all contributed to their slow and difficult transition to the American classroom. The study concludes with recommendations for ESL educators and other school personnel focusing on easing the transition for Soviet Evangelical students. Teaching new students the skills and background knowledge necessary for interacting in an American classroom is stressed, along with using the students' church as a resource in order to foster a trusting relationship with both students and their parents.

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3

Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.

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4

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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5

Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.

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This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.

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6

Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.

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7

Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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8

Magogwe, Joel M. "Language learning strategies of Botswana students : An exploratory study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/627.

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The purpose of this research is to explore the learning strategies used by Botswana students acquiring English as a second language. It also examines whether the choice of strategies is affected by the factors of different age/level of education, proficiency and gender. The research also explores whether the students’ self-efficacy beliefs correlated with their use of language learning strategies. Specifically this research examined the types of strategies used by primary, secondary and tertiary students. It also examined the types of strategies used by the students deemed by their teachers to have good, fair or poor levels of English proficiency. The research also compared the strategies used by females and males. Next, this study explored the relationship between self-efficacy beliefs, the factors of age/level of education, proficiency and gender, and use of language learning strategies.

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9

Anzai, Yukie. "Teaching WA and GA to English-speaking students." Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132949.

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To English speakers the distinction between the uses of the Japanese particles, "WA" and "GA", is one of the most difficult problems in learning Japanese, and this is particularly true in the case where "WA" and "GA" marks the NP which is equivalent to the subject in English. This usage of "WA" and "GA" is also extremely problematic for instructors in teaching Japanese to students whose native language is English. The present sub-thesis firstly introduces the major theories concerning the two particles, "WA" and "GA", advanced by several linguists. Secondly, on the basis of these theories, a critical survey of several Japanese textbooks is presented, which examines how the two particles are introduced in these textbooks, when they are used to mark the NP which is equivalent to the subject in English. Finally, on the basis of the theories discussed and the critical survey presented, methodological suggestions are advanced, concerning how to introduce this particular usage of "WA" and "GA", to English speaking students. These suggestions are intended to make up for the inadequacies in the textbooks examined. They are concerned with the following four points: 1.The logical introduction of "WA" and "GA". 2.The presentation of several charts representing the functions of "WA" and "GA" in the basic sentence patterns of Japanese. 3.The initial introduction of "WA" and "GA". 4.The order of introducing the four basic functions of "WA" and "GA".

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10

Johnson, Vanessa Jane. "A rationale for an E.A.P. programme for tertiary level social work students." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626421.

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11

Coulibaly, Youssoupha. "A descriptive study of errors in Senegalese students' composition writing." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776725.

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This exploratory study describes microlinguistic errors in composition written by a population of forty adult students enrolled in advanced English classes in three English language teaching institutions in Dakar, Senegal. The subjects had Wolof as their L1, French as their L2 and English as their L3.The study indicates that EFL learners in this context made intralingual and transfer errors; however the latter type was predominant. Most of the borrowing was from French, very little from Wolof. Researchers have suggested as the reason for extensive negative transfer the similarity of the L2 and L3 and the necessity to get one's meaning across. This study concludes that there may be other causes of borrowing: prestige associated with tolerance of breaches and societal predilections for borrowing. Arguments for this claim are found in the native language and the culture of the population involved; it is argued that in the Senegalese situation one needs cultural, sociological and historical information to account for transfer from French as a linguistic behavior.Pedagogical implications are drawn from the findings of the study, suggestions concerning the teaching of English in contexts similar to that of Senegal are made, and avenues are suggested for future research in the area.
Department of English

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12

Wong, Chau-yee Lucilla, and 王秋兒. "A case study of the process of writing of Form Six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195683X.

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13

Jung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.

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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.

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14

Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.

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15

Leung, Lai-kum, and 梁麗琴. "A study of the use of connectives in students' writing in AL classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956579.

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16

Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.

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17

Lim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools: a whole language vs. atraditional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959660.

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18

Chuang, Hsiao-yu. "Topical structure and writing quality: A study of students' expository writing." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/686.

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19

Iventosch, Mieko Shimizu 1956. "Dialogue journals: Students' risk taking on content and form." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291884.

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This research, based on Halliday's functional concepts, examined students language use in a communicative event, dialogue journals, in a Japanese as a foreign language setting. Holistic evaluation and precise analysis of Japanese particles were used to study the relationship between students' attempts to express content, their attempts to use linguistic forms, and the success of those attempts. The main finding is that increasing attempts, both qualitatively and quantitatively, on content and form, enhanced meaning-making ability in Japanese; however, overly high risk-taking on content at first inhibited success, leading to writer's block. More accomplished students were able to adjust their content to their linguistic ability at first, but to increase their risk-taking on both factors over time. Precise analysis further revealed students' hypotheses making in using Japanese particles. The findings suggest that both teachers' linguistic and strategic guidance in their responses and their attention to content are crucial.

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20

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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Kanekatsu, Nozomi. "Pragmatic performance of English immersion students in Japan : politeness in second language requests." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97823.

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This study investigates L2 pragmatic performance of EFL learners in an English immersion program in Japan. More specifically, the study examines whether the leamers are able to express appropriate politeness when making a request in English. Participants were 28 Japanese-Ll English immersion students and 4 native speakers of English at high school level (Grades 10, 11 and 12). Data collection was completed using role-play tasks, entailing the use of polite requests to a person of higher status, to elicit speech samples from participant dyads. Classroom observations, interviews, and a written questionnaire, involving 10 teachers and 42 students, were also conducted in order to better understand the L2 oral production data.
Cette étude s'intéresse à la performance pragmatique en langue seconde (L2) d'étudiants en anglais langue étrangère (ALE) dans un programme d'immersion anglaise au Japon. Plus spécifiquement, l'étude examine si les étudiants sont capables d'exprimer la politesse appropriée en faisant une demande en anglais. Les participants étaient 28 étudiants japonais de l'immersion anglais et quatre étudiants de langue maternelle anglaise de niveau lycée (niveaux 10, 11 et 12). La collecte de données a été accomplie en utilisant des jeux de rôle, qui nécessitaient l'utilisation de demandes polies à une personne d'un statut plus élevé, pour obtenir des échantillons de discours des dyades de participants. Des observations en salle de classe, des entrevues, et un questionnaire écrit, faisant participer dix professeurs et 42 étudiants, ont également été menés afin de mieux comprendre les données de production orales de L2.

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22

Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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23

Wong, Yuk-kuen Suzanne, and 王玉娟. "Exploring secondary school students' reactions to the experiential dimension of English language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961435.

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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.

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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.

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25

Fujita, Kyoko. "Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.

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This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teachers as opportunity providers and motivators and non-native teachers as facilitators. These fixed roles in the stakeholders' perceptions of the roles of native and non-native teachers may prevent them from expanding their possibilities and may reinforce the existing distinction between native and non-native speakers. Implications for policy makers and stakeholders include the need to adopt a perspective of English as an international language into the goals of Japanese English education to value collaborative teaching and reconceptualize the roles of Japanese English teachers and assistant language teachers in classrooms.

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Wat, Lok-Sze Josephine, and 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.

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Li, Suk-fong, and 李淑芳. "The use of film subtitles in teaching English to the junior form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945119.

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Wong, Hoi-yee Grace, and 黃愷怡. "Teaching of writing: a study of the effects of the teaching of rhetorical information structure on theorganization of the writing of Form 4 and Form 7 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956865.

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Cheung, Wai-fong Margaret. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883638.

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歐美恩 and Mei-yan Florence Au. "Investigating gender in students' English learning beliefs in an English as a second language (ESL) class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262050.

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梁德智 and Tak-chi Leung. "The impact of an English-through-drama course on students' attitudes towards English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262888.

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Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.

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Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.

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This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.

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Man, So-shan Susan, and 文素珊. "First language influencing Hong Kong students' English learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36897784.

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Yuen, Susie. "ESL university students' coping strategies : a qualitative study of academic reading." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28316.

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The ability to read and write academic discourse in a second language often determines an ESL student's scholastic progress. Recent related research has focused on the academic reading of ESL university students at the text level, often at the single or multi-paragraph level (Block, 1986; Carrell, 1985, 1987), and has looked at categories that were general across subject areas. This study explores how first year university ESL students cope with the reading demands of two specific credit courses, English Literature and Introductory Psychology, within the context of the course requirements, the instruction, and the nature of the academic discipline itself. The research method focused on ethnographic interviews with ten students from various Asian countries and their Canadian instructors, on classroom observations, and on the researcher's extensive field diary. Analysis of the findings identified three major coping strategies: self-management, background knowledge and experience, and reliance on the instructors in the disciplines. The nature of the genre, the students' interest in the discipline, and their perseverance in reading comprehension appear to influence their choice of strategies in meeting specific academic objectives. These strategies contributed to the background knowledge component of the academic tasks that the students face. Their efforts at academic tasks were guided by the concern to do what was required to complete course assignments. Essentially, course assignments directed the action component or agenda, of the students' academic tasks. Reading-to-learn involved approaching the genre-specific reading tasks at the whole text level within the context of what was required to successfully fulfil the course requirements of the particular genre. The primary reality of the students was to demonstrate an adequate level of academic proficiency. In contrast with previous research, findings indicated the importance of genre-specific reading tasks at the whole-text level rather than generic reading at the paragraph level, and the importance of relating coping strategies to the context of what was required to fulfil course requirements rather than the study of strategies in isolation. Thus, the findings were consistent with a theoretical model (Mohan, 1986) analyzing academic tasks into an action component and a knowledge component.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Groot, 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.

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This dissertation analyzes the production and functions of the conjunctions and, but, so, and then as discourse markers in English as a Second Language (ESL) students' oral narratives. Two types of narratives are analyzed: a non-guided, or spontaneous narrative, and a picture-guided-narrative. Narratives of forty three ESL students are included in the analysis as well as narratives from six native speakers.This study indicates that l) the ESL students attach a narrowly defined meaning to and, but, so, and then, 2) the ESL students use and, but, so, and then to link previous sentences or ideas. or refer back to ideas, less than for any other function, 3) the ESL students do not use a greater number of occurrences of and, but, so, and then in the picture-guided-narrative than in the non-guided-narrative, and 4) the ESL students misuse conjunctions in similar ways regardless of their native language (LI ); that is, although the influence from a student's Ll may result in specific problems of transfer, some patterns of conjunction errors are unrelated to the Ll and may be indicative of a more general problem.
Department of English

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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.

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Jim, Mei-hang, and 詹美恒. "A study of lexical errors in Cantonese ESL students' writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31602812.

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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.

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This study is a description of the language experiences of English Second Language students in their first year at Rhodes University. It took place in the context of the changes that are currently occurring in higher education in South Africa in terms of student populations. More and more students are entering tertiary education institutions, including HWESUs, such as Rhodes University, who are considered non-traditional. These students typically have English as their second, or additional, language, and have not been adequately prepared for university study by their secondary education. This study describes the experiences of three such students in their first year at Rhodes University. Entry into a university is seen not just as acquiring knowledge, but as entering, or attempting to enter, a new culture. It is recognised that all students enter universities with other cultures or literacies already in place. In the case of non-traditional students tbese other literacies are usually at some distance from those of the university. The work of James Gee (1990) is particularly useful in understanding this process of adjusting to the demands of university study and the effect that previous experiences have on this process. This study is an attempt to discover and describe the literacies that these three students brought with them to university and the effect these literacies had on their attempts to enter academic discourse communities of the university. An ethnographic research method was adopted in order to do this. The study is also an attempt to evaluate, from the perspective of the three students, the appropriacy of the various changes that Rhodes University has made since the numbers of non-traditional students has started to increase.

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Li, Chung-keung Alain, and 李仲強. "Motivating students to learn English through language arts activities: an exploratory study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27051274.

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Elmén, Isak. "Pictures as an aesthetical tool in English language teaching : An experimental study." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31538.

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This explorative qualitative case study aims at finding out about the impact of pictures as an aesthetical tool in English language teaching, through an experiment in the English classroom. Aesthetical tools are here defined as tools through which one can reach a stronger experience and improve learning. The independent variable in the experiment was a picture assignment and the dependent variable was a Chinese high school class and their teacher in English. After having done the experiment, the research questions were answered through a student questionnaire and an interview with the teacher. The study is based on Dewey’s theory of an experience (Dewey 1934) which is about the benefits of aesthetical experiences, and six themes of aesthetical experience provided by Uhrmacher (2009) meant to make education into such an experience. A majority of the subjects responded positively to the experiment, and the assignment seemed to be able to implement Uhrmacher’s six themes, at least to a certain extent. The claims of earlier findings are also echoed in this study.

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Winberg, Christine. "The comprehension of figurative language in English literary texts by students for whom English is not a mother tongue." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002649.

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This study applies Sperber and Wilson's relevance theory to the comprehension of figurative language in poetry. Students' understanding of metaphor as a linguistic category and comprehension of metaphorical texts are analysed in terms of the principle of relevance. Patterns of comprehension in English first language (Ll) and English second language (ESL) students' analyses of metaphorical texts are discussed and through an analysis of similarities and differences in these patterns of comprehension an attempt is made to develop a pedagogy around relevance theory. Relevance theory's particular emphasis on the role played by "context" in cognition is seen to have significance for the teaching of literature in South African universities. Relevance theory's account of cognition generates a range of educational principles which could be specifically applied to the teaching of metaphor. An appraisal of the strengths and difficulties students experience in expressing their understanding of metaphor in an academic context is included. This was done to further develop relevance theory into a pedagogical approach which takes into account the academic context in which writing occurs. The investigation of the particular difficulties that English metaphor poses for ESL students entailed acquiring a working knowledge of the ways in which metaphor is taught and assessed in DET schools. The interpretations of students of different linguistic, social and educational backgrounds reveal unifying elements that could be incorporated into a pedagogy based on relevance theory. Such a pedagogy would be appropriate to the multilingual/multicultural/multiracial nature of classes in South African universities and would be a more empowering approach to the teaching of English metaphor.

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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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Iwasaki, Noriko. "Analysis of English articles used by Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4173.

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English articles are perhaps the most difficult grammatical items for Japanese students to master. However, because these are among the most frequently occurring grammatical items in English, Japanese students must concern themselves with them.

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Law, Wai Fun Fanny. "Negative transfer in Chinese students' acquisition of English." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/99.

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Lee, Kam-cheung Francis. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22227155.

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Howell, Ellen Sook Hyang. "Life experiences that influence language acquisition in generation 1.5 students." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3100.

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The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.

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Yap, Set-lee Shirley. "Out-of-class use of english by secondary school students in a Hong Kong Anglo-Chinese school." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883468.

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王佩雯 and Pui-man Jennie Wong. "Learning English as a second language: the strategies of primary six students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958321.

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Beer, Jeffrey Thomas. "Acquisition of subject-verb agreement in pre-pubertal Cantonese students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175257.

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Language is probably the greatest thing developed by mankind. Yet few have come to understand how it is acquired. I am one of them. I want to understand how it is acquired, and how students come to understand the important area of subject-verb agreement. The purpose of the research was to gain an understanding of local students whose mother tongue is Cantonese (L1), and what are the factors affecting their acquisition of subject-verb agreement in English. To a lesser degree, it is aimed at gaining an understanding of how language is acquired; to gain an understanding on how second language is acquired; and to gain an understanding of how grammar is acquired. The research was carried out as the author wanted to see if there was a reason why students could not understand subject-verb agreement in English. The author wanted to look at four main reasons. These included biological reasons, physiological reasons, developmental reason, and cultural reason. The research was conducted on children aged six to twelve from two main school streams (public and private) using a quantitative and qualitative survey. The quantitative survey included fifteen missing words, twenty statements, and five sentences to see if students could recognise if the statements were ungrammatical or grammatical. The qualitative survey was conducted with a group of primary four students (aged nine to ten) to gain an understanding of why certain answers were selected and what was the reasoning behind the decisions the participants made. From the researcher, it was discovered there was some level of first language interference, though to the exact degree it was questionable as it could not be determined quantifiably. It was evident from the YoE data that students new to English had the highest number of errors. It was also found that there was no absolute or definitive time or age when subject-verb agreement was evident. However, there was a sharp decrease in the number of errors at both schools at the age of eight. The results also show that culture does influence the learning of English as a second language in Hong Kong. It is not just because Cantonese has no Subject-verb agreement; it also extends to the teaching practices in the classroom and the culture of teaching through grammar. The problems this created became evident in the research.
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