Dissertations / Theses on the topic 'Grammar tasks'
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Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.
Full textШленёва, Марина Геннадиевна. "Place of the grammar tasks in system of study Ukrainian as foreign language." Thesis, Харківський національний університет будівництва та архітектури, 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/33731.
Full textJuzek, Thomas Stephan. "Acceptability judgement tasks and grammatical theory." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:b276ec98-5f65-468b-b481-f3d9356d86a2.
Full textChan, Shiu-yip Simon, and 陳肇業. "Consciousness-raising tasks for second language grammar instruction: effects on average ability secondarystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47967626.
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Education
Doctoral
Doctor of Education
麥雅儀 and Ah-yee Lena Mak. "Cantonese-speaking children's use of the aspect markers 'jo' and 'gan'in three experimental tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211768.
Full textTang, Ka-Man, and 鄧嘉敏. "Integration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177072.
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Education
Master
Master of Education
Rogers, Elizabeth Rachel. "The effect of a change in percepual verbs on intellectual realism errors in appearance-reality tasks." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28275.
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Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Torrie, Heather Colleen. "A Web-based Tool for Oral Practice and Assessment of Grammatical Structures." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1972.pdf.
Full textGray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.
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新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
Kapatsinski, Vsevolod M. "The architecture of grammar in artificial grammar learning formal biases in the acquisition of morphophonology and the nature of the learning task /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358981.
Full textTitle from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Advisers: David B. Pisoni; Kenneth J. de Jong.
Mai, Hwai-min Aminah. "Grammar pedagogy and the task-based curriculum Hong Kong teachers' beliefs and practices /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196347X.
Full textStoness, Scott C. "Genetic adaptation of soft selectional restrictions, evolutionary computation and the grammar induction task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/MQ51477.pdf.
Full textMai, Hwai-min Aminah, and 買慧敏. "Grammar pedagogy and the task-based curriculum: Hong Kong teachers' beliefs and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196347X.
Full textGilanlioglu, Ilkay. "The effects of task features on lexis and grammar in L2 oral performance." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10007383/.
Full textPinegar, Shannon K. "Are there Deleterious Effects of Accuracy Motivation and Reward on Intuitive Performance?" Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416486838.
Full textAmin, Abdulrahman A. "Task-based and grammar-based English language teaching : an experimental study in Saudi Arabia." Thesis, University of Newcastle upon Tyne, 2009. http://hdl.handle.net/10443/3583.
Full textChiu, Hazel Lai Wan. "Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10007359/.
Full textReese, Caitlin S. "The Implicit Artificial Grammar Task: Preliminary Evaluation of its Potential for Detection of Noncredible Effort/Malingering." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1406763394.
Full textRecker, Jan Christof. "Understanding process modelling grammar continuance : a study of the consequences of representational capabilities." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16656/.
Full textGokool, Roshni. "Principles of task-based course design for a Zulu second language course on socialization for businesss people." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50068.
Full textENGLISH ABSTRACT: The concept of exploring principles for designing a Zulu language learning course for business people stemmed from the need that there is not enough course material available for learners wanting to learn a second language. The preliminary component of the thesis is based on the theoretical framework for language learning theory advanced by Naam Chomsky, which is theory-driven and derives from an in-depth analysis of the properties of languages in an effort to determine the highly abstract principles of grammar. This study reviews the different definitions of second language learning and teaching employed by various linguists, for example, Cook, Odlin and Sharwood-Smith. It presents the different kinds of grammar explored in the analysis of a second language. Following the discussion of principles of grammar, a broad definition of the term 'universal grammar' (UG), is explored and how this UG model relates to views on teaching of Zulu, is identified. The thesis demonstrates the relation between second language learning and language teaching and the influence that UG has on language teaching. It will be argued that the theory of Chomsky and the knowledge of second language acquisition is suitable as a framework for language teaching because it incorporates the essence of second language learning that may be useful to a second language educator. Finally, this study will present the principles of task-based course design which will be followed by a discussion of the types of syllabuses required for the construction of communicative Zulu tasks. It is hoped that the conclusions arising from this study will assist in the development of research material and teaching aids for second language Zulu task-based courses, thus providing the field of second language teaching with efficient and successful language teachers and researchers.
AFRIKAANSE OPSOMMING: Die konsep van die ondersoek van beginsels vir die ontwerp van 'n Zulu taalvaardigheidskursus vir sakemense het ontstaan uit die behoefte aan gepaste onderrigmateriaal vir Zulu-tweedetaal onderrig aan die sakemense. Die aanvangskomponent van hierdie tesis is gegrond op die teoretiese raamwerk vir taalaanleer soos voorgestaan deur Chomsky. Die Chomskiaanse teorie van taalkennis is ontwikkel uit 'n in-diepte analise van die eienskappe van taalkennis ten einde die hoogsabstrakte beginsels van taal te bepaal. Die studie bied eers 'n oorsig van verskillende definisies van tweedetaalleer en -onderrig soos aangewend deur verskillende taalkundiges soos Cook, Odlin en Sharwood-Smith. Daar word 'n bespreking gegee van die verskillende sieninge van die aard van grammatika in tweedetaalonderrig. Na die bespreking van die beginsels van grammatika-onderrig in tweedetaalleer en -onderrig word die implikasies van die Chomsky se Universele Grammatika benadering beskou vir die tweedetaalonderrig van Zulu. Die tesis ondersoek ook die verband tussen tweedetaalleer en -onderrig en die invloed wat Universele Grammatika op taalonderrig het. Daar sal aangevoer word dat die UG teorie van Chomsky en die verband daarvan tot tweedetaalonderrig gepas is as 'n raamwerk vir tweedetaalonderrig omdat die essensiële beginsels van tweedetaalleer wat bruikbaar kan wees vir die taalonderrigpraktisyn. Die studie sal, laastens, die beginsels van taakgebaseerde kursusontwerp ondersoek, wat gevolg sal word deur 'n bespreking van die tipes sillabusse benodig vir die konstruksie van kommunikatiewe take in Zulu. Die gevolgtrekkings wat voortspruit uit hierdie studie kan bydra tot die navorsing van tweedetaalonderrig vir Zulu en die ontwerp van taalonderrigmateriale vir taakgebaseerde kursusse vir Zulu. Hierdeur kan 'n bydrae gemaak word tot die lewering van bekwame navorsers en taalonderrigpraktisyns vir Zulu tweedetaalonderrig.
IQOQA ZULU: Umqondo wokuhlela izifundo zesiZulu zomabhizinisi wavezwa isidingo esikhombisayo ukuthi akukho obekulotshiwe maqondana nabafundi bolimi Iwesibili. Ingxenye yokuqala yophando igxile esakhiweni senqubo Iwazi yokufunda nokufundisa ulimi Iwesibili eyaqhutshwa nguNoam Chomsky, eqhutshwa yinqubolwazi futhi isukela ocwanigweni olunzulu zezilimi emizameni yokuthola imigomo enzulu yohlelo lolimi. Lolu cwaningo luhlola izincazelo ezehlukene zokufunda nokufundisa ulimi Iwesibili ezisetshenziswa abahlaziyilulimi esingabala kubona, uVivian Cook, Terence Odlin kanye noSharwood Smith. Lwethula izinhlobo ezehlukene zohlelo lolimi ezihlolwa ekucwaningweni kolimi Iwesibili. Kulandela izingxoxo ngemigomo yohlelo lolimi, incazelo ebanzi yetemu 'Universal Grammar' (UG) iyahlolisiswa nokuthi lemodeli ye-UG isetshenziswa kanjani esiZulwini. Loluphando lukhombisa ubudlelwano phakathi kokufundwa nokufundiswa kolimi Iwesibili nomthelela omuhle kumbe omubi we-UG ekufundiseni ulimi. Kuzobhekisiswa ukuthi inqubolwazi kaChomsky nolwazi lokufunda ulimi Iwesibili kulungile yini ukuba yisakhiwo senqubo yokufundisa njengoba luhlanganisa ingqikithi yokufundisa ulimi Iwesibili okungenzeka ukuthi ayijwayelekile kumfundisi wolimi Iwesibili. Okukugcina, lolu cwaningo luzokwethula imigomo yezifundo ezihlelelwe phezu komsebenzi othile kuyolandelwa ukuxoxisana ngezinhlobo zamasilabhasi ezidingekayo ukuhlanganisa imisebenzi yesiZulu yokuxhumana. Kuyathembakala ukuthi iziphetho eziyovuka kulolucwaningo ziyosiza ekuthuthukisweni kwezinto eziwusizo ophandweni kanye nezinsiza kufundisa zolimi Iwesibili zezifundo ezihlelelwe phezu komsebenzi othile wesiZulu, kanjalo bese ziletha kulendima yokufundisa ulimi Iwesibili othisha nabacwaningi abawenza ngempumelelo umsebenzi wabo.
Murphy, Victoria A. "Universal grammar and second language acquisition : the effect of modality of presentation on a grammaticality judgment task." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69623.
Full textIngonga, L. I. "A task based language awareness approach to teaching English grammar in Kenyan secondary schools : an exploratory study." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508927.
Full textAshwell, Tim. "An investigation into the effectiveness of four types of explicit and task-integrated second language grammar instruction." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515728.
Full textOtsuki, Kyoko. "Cross-linguistic study of elliptical utterances in task-oriented dialogues with classroom implications." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5821.
Full textWatanabe, Tomoko. "Corpus-based study of the use of English general extenders spoken by Japanese users of English across speaking proficiency levels and task types." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/19549.
Full textRyan, A. "Adult learner strategies in foreign language grammar learning : A task-based study of approaches to the learning of grammatical structure in a micro-language, with a discussion of their implications for language teaching and materials." Thesis, University of Edinburgh, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375802.
Full text"The architecture of grammar in artificial grammar learning: Formal biases in the acquisition of morphophonology and the nature of the learning task." INDIANA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3358981.
Full textFigueiredo, Maria Helena de Sousa Pacheco. "Reflexão sobre a problemática do ensino da gramática a crianças, jovens e adultos, no ensino de Inglês e de Francês." Master's thesis, 2013. http://hdl.handle.net/10316/35843.
Full textValková, Jarmila. "Komunikační přístup k vyučování druhého jazyka v současných učebnicích češtiny pro cizince." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-328183.
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