Dissertations / Theses on the topic 'Oral acquisition'
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Steinkamp, Heidi Marie. "Contribution of Genetics to Oral Microbiome Acquisition." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534704799373511.
Full textKwok, Wing-ki Judy. "The relationship between students' self-monitoring and performance on oral tasks." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160740.
Full textSulyanto, Rosalyn. "The Natural History of Oral Bacteria Acquisition in the Developing Infant." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374150918.
Full textQiao, Zhengwei. "Oral corrective feedback and the acquisition of Chinese rule-based verb constructions." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1730.
Full textCoehlo, Gwennaele. "Représentation du mot oral et acquisition de la lecture : développement normal et pathologique." Nantes, 2003. http://www.theses.fr/2003NANT3028.
Full textThis study investigates the contribution of phonological representations to phonological processing skills and reading abilities. Its suggests that the relationship between dyslexic's phonological deficits and their reading disabilities should be considered from the perspective of the segmental and suprasegmental organisation of the underlying representations. Four experiments show that phonological representations undergo a lexical restructuration process from kindergarten through elementary grades. Moreover, children with reading and phonological processing difficulties seem to have underspecified phonological representations. A longitudinal predictive study show that complete and specified phonological representations participle to predict phonological processing and reading abilities
Gandhi, Roma. "The Natural Acquisition of the Oral Microbiome in Childhood: A Cross-Sectional Analysis." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468773162.
Full textOgawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.
Full textEd.D.
This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.
Temple University--Theses
Thoms, Joshua J. "Teacher-initiated talk and student oral discourse in a second language literature classroom : a sociocultural analysis." Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/4555.
Full textO'Brien, de Ramirez Kathleen. "SILENT, ORAL, L1, L2, FRENCH AND ENGLISH READING THROUGH EYE MOVEMENTS AND MISCUES." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194211.
Full textZaytseva, Victoria. "Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/387120.
Full textAquest estudi investiga l'impacte de dos contextos d'aprenentatge consecutius diferents, el de la instrucció formal al país d'origen i l'estada de 3 mesos a l'estranger, en l'adquisició de vocabulari de la segona llengua (L2) a la producció oral i escrita. Les dades s'han obtingut d'un grup de 30 estudiants bilingües català/castellà aprenents avançats d'anglès, abans i després de cada període d'aprenentatge mitjançant una entrevista oral i una redacció escrita. Aquestes mostres s'han analitzat amb mesures quatitatives de proficiència lèxica en les àrees de fluïdesa, densitat, diversitat, sofisticació i correcció, i també a través d'una anàlisi qualitativa de la idiomaticitat en la L2. Igualment, s'han recollit dades de 29 nadius d'anglès a efectes comparatius. Els resultats revelen que l'estada a l'estranger té un efecte de millora en el desenvolupament del vocabulari productiu escrit, però no tant en el vocabulari productiu oral, i afecta sobretot la fluïdesxa i diversitat lèxiques. El període d'instrucció formal, al contrari, té un efecte moderat en la millora de vocabulari productiu oral i és més notable en la sofisticació lèxica. També es troba que el nivell inicial de competència lèxica explica en gran part els guanys obtinguts.
Charvy, Nathalie. "L'influence des pratiques langagières enseignantes sur l'acquisition de la langue orale chez les élèves entre quatre et cinq ans." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030151.
Full textWe have questioned the effect of the teacher's use of language upon the speech growth of pupils aged four and five through narration. Our research has two objectives : characterizing the linguistic interactions within the context of a one-to-one teacher-pupil exchange; making an observation of what, in the teacher's communication, in terms of interactions and syntax, foster the pupil's acquisition of oral skills. Relying on socio-interactionists (Vigotski, 1934, Bruner, 1983,1991) and language acquisition theories (Lentin, 1988, Canut, 2006), we made the following assumptions : an appropriate teacher's response, based upon rephrasing the child's utterances and a syntaxically structured model fitting in their zone of proximal development, is a determining factor in the evolution of their verbalness. In the framework of the analysis of qualitative data , we have analysed at the same time a longitudinal way and a contrastive way, the language ! interactions between a female teacher and three pupils in a nursey school class during one school year. Then we have compared our initial results with the ones of an identical analysis of language interactions between a researcher and two pupils. The methodology consisted of both an analysis of the interactions in interaction units and an analysis of the utterances (teacher and pupil ) in syntactic categories. Through the two experimentations analysed from a comparative viewpoint, our hypotheses have been confirmed
Thomas, M'Balia B. "Girl Talk: A Dialogic Approach to Oral Narrative Storytelling Analysis in English as a Foreign Language Research." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333461.
Full textDoe, Timothy Jonathan. "ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/475911.
Full textEd.D.
The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for fluency instruction based on theories of cognitive science. It is unclear however, whether EFL students with restricted opportunities to use English outside of language classrooms can benefit from fluency development activities. This main purpose of this study was to determine whether EFL students’ speaking fluency improved whilst participating in theoretically grounded fluency development activities. In addition, student use of formulaic language, participation in classroom activities, and repetition of previously used lexical items was examined in order to determine its relation to development in speaking fluency. 32 first-year Japanese university students from four intact discussion skills classes took part in the study, which was conducted over a period of 12 weeks. Data were collected by recording student performances in a variety of fluency development activities and interactive communicative tasks. There were four main questions investigated in this study. The first research question was focused on long-term fluency development by using multi-level modeling to determine whether gains were made in fluency measures in four 2-minute speaking monologue tests that were conducted at regular periods throughout the semester. Three in-class performance variables - the amount of repeated words, the amount of tokens spoken, and the amount of formulaic language spoken, and three individual difference variables—willingness to communicate, extraversion, and first language fluency were also examined to determine if they were related to any growth observed. The second research question looked at short-term fluency development across a time-pressured speaking activity and similarly used multi-level modeling with the same predictor variables. The third research question concerned the relationship of complexity and accuracy to the fluency measures derived from the monologue speaking tests. Finally, the fourth research question was an investigation of the relationship between the objective fluency measurements and subjective expert ratings. The results indicated that the participants made very small, but significant gains on their mean length of pause across the monologue speaking tests. While none of the predictor variables had a strong relationship with this development, post-hoc analyses suggested that other fluency measures and oral proficiency level could have covaried with this growth. There was also a small but significant improvement in the phonation/time ratio, however, none of the predictor variables appeared to covary with this development. No other significant relationships were found in the long-term fluency measures. For the short-term fluency measures, significant growth was seen across the three deliveries of the speaking activity. While several of the predictor variables, most prominently repetition and the number of tokens spoken, had a significant relationship with this growth, a closer examination revealed that the degree of covariance was extremely slight. The relationship among complexity, accuracy, and fluency also became more significantly correlated over time, suggesting that learners produced higher quality samples of language as the study progressed. Finally, the expert ratings had significant correlations with three of the five fluency measures, indicating that human raters were able to detect small differences in spoken fluency. The findings of this study show that fluency can develop in instructed foreign language settings, however, the role of practice and repetition might be more complex than has been suggested in the research literature. This study provides some insight into that complexity and suggests a number of directions that can be followed to understand more about fluency development.
Temple University--Theses
Lorenzo, Rossello Cristina de. "Les relations temporo-aspectuelles dans le récit oral en français et en castillan, langues premières et langues étrangères : étude transversale du stade ultime de l'acquisition d'une langue étrangère." Paris 10, 2002. http://www.theses.fr/2002PA100099.
Full textYuen, Cheung-oi Gary. "Secondary students' English language learning beliefs and oral proficiency : a Hong Kong case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?
Full textNakakubo, Takako. "The effects of planning on second language oral performance in Japanese: processes and production." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1038.
Full textChau, Hiu-wai, and 周曉慧. "Scaffolding students' oral presentation performance in junior ESL classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/b44383629.
Full textWang, Yuping, and n/a. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance." Griffith University. Griffith Business School, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.132816.
Full textWillett, Ann Wilkinson Silvern Steven B. "The effect of text illustrations on young children's vocabulary acquisition and construction of meaning during storybook read alouds." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/WILLETT_ANN_36.pdf.
Full textKwok, Wing-ki Judy, and 郭詠琪. "The relationship between students' self-monitoring and performance on oral tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945053.
Full textLawrence, Constance Diane. "English oral language usage of caregivers in selected orphanages of eastern India a phenomenological study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/lawrence.pdf.
Full textAdditional advisors: Lois Christensen, Lynn Kirkland, Maryann Manning, Lou Anne Worthington. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 106-113).
Liu, Wen-chung, and res cand@acu edu au. "Memorization and Improvisation: a Comparison of Two Strategies in the Oral Acquisition of English as a Second Language." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp124.25102006.
Full textEwing, Kathy S. "The effects of oral reading on the intonation and past tense verb use of adult non-native speakers of English /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7846.
Full textOjwaya, Jael A. "Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.
Full textMahfoud, Khadija. "Rôle de l'interaction enseignant-enfant sur le développement langagier de l'enfant âgé de 5 ans." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20015.
Full textInteractions between the parents and the child have positive effects on the development and language learning amongst young children. The quality of interaction with the child is based on the amount and the quantity of the language style used by parents when addressing the child; which seems very important on language development (Gallaway et Richards, 1999).Children stemming from a privileged social class exhibit high lexical diversity. They are exposed to rich discourse information on various situations. Meanwhile, children from a disadvantaged social class are confronted-even before going to school-to different learning models and display a delay regarding language skills compared to their peers (Hoff, 2003 ; Feldman et al., 2000), even though the preschool years are important in the child lexical development. At age 5, the child is getting ready for elementary school, hence the importance of taking into account the influence of school environment, especially the interaction with the teacher on children verbal performance in order to ensure better school integration later.Our interest in this study focuses on the school environment whose major goal is to promote language proficiency, as it is a perquisite for school success. Hence, it seems appropriate to consider, in the context of school learning, the difficulty and the child’s skills in order to help them to progress (Florin, 2002). The main goal of our study, conducted among 131 5-year-old children and their eight teachers, is to underlie the importance of the school environment and particularly the interaction with the teacher on the development of the vocabulary at the preschooler age. Our goal is to determine if the teacher-child interaction has a positive impact on the child's verbal performance, and whether this interaction helps to reduce the gap on verbal achievement between children stemming from privileged and disadvantaged social classes
Bourdin, Béatrice. "Coût cognitif de la production verbale : étude comparative oral/écrit chez l'enfant et l'adulte." Dijon, 1994. http://www.theses.fr/1994DIJOL024.
Full textThis work was aimed at showing, in a developmental and cognitive perspective, the cognitive cost of low-level processes involved in written production (e. G. , spelling, handwriting). Our hypothesis was that these processes increase the working memory load. Such a load would have an impact on the management and quality of written production. This would be all the more true as the subjects are novices. Indeed, the activities specific to writing are assumed to be automated in adults. Consequently, they would consume few cognitive resources. By contrast, in children, these activities would not be yet automated and would be cognitively costly. Thus, we postulated that all the activities involved in production draw on a single limited pool of cognitive resources. Consequently, if the activities specific to writing increase the working memory load, thus they should limit the resources allocated to higher level activities (i. E. , conceptual and linguistic planning). In this perspective, a first series of experiments was conducted from a serial recall paradigm which was assumed to simulate either the graphic (written recall) or phonetic (oral recall) execution of a pre-planned "message". These experiments were designed to show that, at least in children, the written recall leads in a drop in performance with respect to oral recall performance. These experiments showed that the written mode increased the cognitive cost of the production of a language sequence in children (7 and 9 years) but not in adults. This increase of the load resulted in a drop in performance in the written mode. Handwriting and spelling explained, at least partially, these results. The cognitive cost of the written mode was extended in a second series of experiments to situation in which the material was more highly structured, such as in sentence and text production
Könönen, Eija. "Oral gram-negative anaerobic microflora in young children composition, development and acquisition as assessed by pheno- and genotypic characterization /." Helsinki : University of Dentistry, Dept. of Periodontology, 1994. http://catalog.hathitrust.org/api/volumes/oclc/31119002.html.
Full textDoble, Maree. "Development of oral communication in infants with a profound hearing loss pre- and post-cochlear implantation /." Connect to full text, 2006. http://hdl.handle.net/2123/1220.
Full textTitle from title screen (viewed 19 Dec. 2006). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders, Faculty of Health Sciences. Includes bibliographical references. Also issued in print.
Stridfeldt, Monika. "La perception du français oral par des apprenants suédois." Doctoral thesis, Umeå University, Modern Languages, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-524.
Full textSwedish learners of French often experience large difficulties in understanding spoken French. Words that the learners know very well when written or when pronounced separately are often hard to recognize in the speech flow. The aim of this study is to examine Swedish learners’ perception of French speech in order to identify the problems.
The thesis consists of two parts. The first part provides an introduction to the perception of a second language. It also describes the phonological structures of Swedish and French and gives an overview of studies of the perception of spoken French.
The second part of the thesis contains a presentation and an analysis of four perception experiments conducted with Swedish learners of French. The results show that the learners often confuse phonological contrasts that do not exist in Swedish. It is furthermore found that the phonological processes of schwa deletion, liaison, enchaînement and voicing assimilation contribute to the perception problems. However, although liaison may complicate word recognition the results indicate that the so-called potential liaison does so to an even greater extent. In a listening test using nonsense words, the learners seem actually to expect liaison when perceiving a word that can be linked to a following nonsense word. In fact, sequences like un navas and un avas are both perceived as un avas. Paradoxically, liaison thus seems to be most problematic when it does not occur.
As to schwa deletion, the results show that word recognition is delayed when the schwa in the first syllable is deleted, as in la s’maine. In addition, the learners make a large number of errors due to schwa deletion. This phonological process sometimes completely prevents word recognition, especially when combined with a voicing assimilation. Schwa deletion thus seems to strongly complicate Swedish learners’ word recognition in spoken French.
Norwood, Annette L. "The acquisition of Spanish through videoconferencing and video-based lessons by individual fifth-graders." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001530.
Full textFerm, Lange Camilla. "Corrective Feedback During Communicative Activities : A study of recasts as a feedback method to correct spoken English." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4562.
Full textThe aim of this paper is to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. I also investigated if recasting is the feedback method most frequently used in communicative activities. Errors are natural parts of learning and cannot be avoided. However, corrective feedback is very important because fossilization can occur if students are not aware of their errors. Several different types of corrective feedback can be used to correct the students’ speech, but the most subtle one is recasts. Studies show that recasting is the method most common in communicative exchanges in the classroom. I have observed three different classes, at different levels of the Swedish school system, and also interviewed the teachers. It was shown that feedback was more frequently provided during the language-focused exchanges. It was also shown that two of the teachers were very reluctant to provide their students corrective feedback during communicative activities. All three teachers agreed that recasting is the best method to use for correcting the students’ speech because it does not interrupt the communication and does not inhibit the students. Communicating with students about feedback is something that I believe could help and facilitate some of the issues about giving corrective feedback. I believe that clarification requests and other types of feedback could be used more frequently without damaging the students’ self-confidence if there is a dialogue between the teacher and the students.
Ali, Yasmin, and Maja Säberg. "Fostering Students’ Oral Communication Skills in the Second Language Classroom : Främja elevers muntliga kommunikationsförmågor i andraspråksklassrummet." Thesis, Linköpings universitet, Avdelningen för språk och litteratur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139463.
Full textLin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.
Full textWesterberg, Josefine. "Corrective Feedback in Oral EFL Learning Environments : A Study on Swedish Teachers’ Awareness of Corrective Feedback Strategies and Effects." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35511.
Full textTo, Lai-ming Helen, and 杜麗明. "Linguistics self confidence and oral task performance of English as second language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/192986.
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Master of Arts
Vincent, Erin. "EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.
Full textMntambo, Nomawabo. "A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003320.
Full textVincent, Erin Ann. "Effects of repeated reading and sequential reading on flunecy and word acquistion." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1245336955.
Full textHurburun, Anita L. Jibodh. "An exploratory study aimed to determine the efficacy of an assessment battery designed to examine oral English language acquisition in refugee and migrant children." Click here to access this resource online, 2008. http://hdl.handle.net/10292/436.
Full textPicpican-Bell, Anne. "Developing oral proficiency through poem recitation in elementary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2932.
Full text阮章凱 and Cheung-oi Gary Yuen. "Secondary students' English language learning beliefs and oral proficiency: a Hong Kong case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963304.
Full textChabanal, Damien. "Un aspect de l'acquisition du français oral : la variation socio-phonétique chez l'enfant francophone." Montpellier 3, 2003. http://www.theses.fr/2003MON30078.
Full textThe aim of this work is to follow the late phonological acquisition of the young Francophone. In order better to understand phonological development, our work focuses on the acquisition of liaison and liquids via a longitudinal study (two children from very different social backgrounds, recorded at 40 and 50 months) and, by way of a longitudinal comparison, 24 children aged 8, also from different social backgrounds. A great deal of attention has be paid to the variation found in the different corpora. The observation of variable forms suggests that acquisition is a complex process, grounded in various types of constraint: articulatory, social and cognitive. Because of this, we were able to observe, on the one hand, that there was more variation for the production of phonemes which are more complex in articulatory terms. On the other hand, children benefiting from a more favourable linguistic environment were seen to reach a more adequate level of competence with respect to the ‘Standard French' norm. From a cognitive point of view, it would seem that only memory is, at the beginning, at the centre of lexical acquisition. We also subscribe to the hypothesis according to which the child is sensitive to the statistical regularities of the ambient language. In addition to the precise description of phonetic variation in the speech of the young French child and the different factors which condition it, this study has also allowed us to confirm the importance of a significant practical factor for researchers in the field of language acquisition: to focus one's research on the various facets of the speaker's development, favourising an interdisciplinary approach
Collart, Dutilleul-Guerroudj Élise. "Catégorisation linguistique et surdité de l'enfant. Comment l'enfant sourd construit du sens dans le langage oral." Montpellier 3, 2005. http://www.theses.fr/2005MON30019.
Full textSince prelingual deafness has important impacts on the development of a child's oral language, the potential existence and nature of specific criteria, as regards deaf children's linguistic categorization, is studied. We synthesise various works on categorization, in particular on the acquisition process of categorization. We then discuss the construction of meaning according to the praxematic approach. Perceptive, manipulative, social and linguistic praxis being at the root of the construction of meaning, it is possible that the meaning constructed by deaf children be different, since their praxis are modified. We finally analyse a corpus consisting of a semantic evaluation undertaken with deaf children with a hearing aid, deaf children with a cochlear implant, and hearing children. We show that linguistic categorizations are narrower with deaf children, as prototypical representation plays an important role in their organisation. The semantic structure of linguistic categories also shows specific “deaf points of view” in the oral language of deaf children
Samuelfolk, Hugues. "The promotion of Swedish L2 students’ oral proficiency." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72842.
Full textSyftet med denna studie har varit att studera hur svenska engelskalärare främjar utvecklingen av elevers muntliga färdigheter i engelska. Genom att intervjua sex svenska engelskalärare på gymnasieskolan undersöker studien vilka metoder som används mest av lärarna för att utveckla elevernas muntliga färdigheter. Resultaten av studien visar att de flesta lärare som intervjuades på olika sätt uppmuntrar elevernas självförtroende, vilket i sin tur hjälper dem att utveckla deras muntliga färdighet. Tanken om att osäkerhet är skadligt för elevers utveckling av muntlig färdighet delades av alla lärare som intervjuades. En annan metod som användes av lärarna var att tillåta elever att arbeta i par eller grupper. Även om de flesta lärare använde den här metoden pekade de på olika saker som var viktiga att tänka på när det gällde grupp- och pararbeten. Nästa metod som lärarna använde berörde inspirerandet av en mer avslappnad eller bekväm miljö som möjliggör utvecklingen av elevers muntliga färdigheter. För lärarna var det viktigt att eleverna hade kul under muntliga övningar, och sålunda använde de flesta lärare olika spel när de utförde muntliga aktiviteter. Det sista konceptet som lärarna talade om var användningen av målspråket i klassrummet. Här var lärarens idéer inte i linje med varandra. Vissa trodde att det var bra att tvinga eleverna att använda målspråket under hela lektionen medan andra inte trodde det hjälpte elevernas utveckling av sitt muntliga språk. Om en student var osäker, hjälpte det inte, enligt dessa lärare, att tvinga studenten att tala engelska under lektionerna. De påpekade dock att eleverna var tvungna att under talaktiviteter och muntliga presentationer interagera på målspråket. De flesta av de koncept som lärarna introducerade liknade dem som hittades i tidigare studier om svenska engelskalärare. Dessutom kan resultaten av denna uppsats kopplas till tidigare forskning kring oral development for L2 learners.
Perez-Bettan, Annie. "Apprentissage et utilisation du langage préfabriqué chez des apprenants de français langue étrangère." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080082/document.
Full textThis thesis focuses on formulaic language in French as a Second Language (FSL) learners’ spontaneous spoken narratives. Formulaic language is made of multi-word units which are often perceived and used as simple lexical units. ESL studies have shown that even at advanced levels the command of formulaic language can be poor. The purpose of this thesis is twofold. First we intend to examine the evolution of formulaic language among FSL learners, and then the importance of formulaic language in learners’ fluency. Seventeen learners divided into three levels were asked over a period of six months to produce two oral narratives based on a cartoon and a silent film. Their narratives were recorded and transcribed as time 1 and time 2. The formulaic language which was found in the oral productions was identified according to linguistic and psycholinguistic criteria : phonological coherence, syntactic complexity, semantic opacity, frequence and systematicity of idiosyncratic errors and deviant items. The fluency was evaluated by means of four “classical” measurements : speech rate, length of run, rate of articulation, phonation time. Our analyses show that there are individual differences among subjects and that it is difficult to draw comprehensive conclusions. Yet, the results show a steady improvement in formulaic language among beginners, both quantitatively and qualitatively. Indeed, learners can rely on formulaic sequences to gain fluency and this in different manners. Formulaic sequences improve the speech run by making it longer and more complex. They can be used as strategies of compensation and planification of speech
Kim, Seung Jung. "Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea WTC as a predictor of success in second language acquisition /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101267838.
Full textDocument formatted into pages. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Nov. 24.
Oliveira, Cristiane dos Santos. "Aquisição da escrita: as vogais médias altas e sua relação com fenômenos de produção oral." Universidade Federal de Pelotas, 2017. http://guaiaca.ufpel.edu.br:8080/handle/prefix/4025.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
O processo de ensino/aprendizagem da ortografia é complexo e envolve, além de aspectos relacionados à fonética e à fonologia, também aqueles relacionados ao sistema ortográfico. Reconhecer as diferenças existentes entre os tipos de erros encontrados nos textos de alunos iniciantes é condição necessária para que o professor possa, de fato, auxiliar o aluno a superar os erros de grafia. A oralidade exerce forte influência na produção escrita de crianças, assim, a criança possivelmente toma como referência – para determinar que letra deve usar – aqueles sons que ela é capaz de identificar em seu padrão de pronúncia, procedendo, então, muitas vezes, a uma correspondência: som falado/letra que escreve. Este trabalho versa sobre a análise da aquisição da escrita das vogais médias altas, “e” e “o”, em posição átona. Busca-se, assim, estabelecer relação entre os erros de grafia e contextos, nos quais, na oralidade, são identificados processos como alçamento, harmonia e redução da postônica final. Na primeira etapa (análise escrita), serão analisadas produções escritas e orais de crianças do 2o, 3o, 4o e 6o anos de uma escola pública da cidade de Pelotas de um banco de dados pré-existente, intitulado PICMEL pertencente ao Laboratório Emergência da Linguagem Oral – UFPel. Já a segunda etapa (analise frequência) conta com um instrumento desenvolvido pela pesquisadora em colaboração com suas orientadoras e dados coletados pela pesquisadora, com alunos de 2º, 3º, 4º e 5º anos, também em uma escola pública de Pelotas. São os seguintes os objetivos específicos: a) descrever e analisar a relação entre as produções escritas e orais, no que concerne à ocorrência dos processos de alçamento, harmonia e redução; b) analisar a evolução da grafia das vogais médias altas no transcorrer das séries e c) demonstrar como, durante a aprendizagem, ocorrem fenômenos de supergeneralização e d) verificar o papel da frequência de tokens nos erros de escrita produzidos pelas crianças. De acordo com Miranda (2009, 2013, 2014), Adamoli (2013) e Amaral (2013), dentre outros, a aquisição da escrita ocorre em um processo de duas vias, ou seja, não só aspectos fonético-fonológicos podem interferir na aquisição da escrita como também a aquisição da escrita pode desencadear a reconstrução do sistema fonológico. Sendo assim, foi possível perceber que as crianças transferem para a escrita dos segmentos vocálicos algumas de suas características da fala. Entretanto, com o andamento do processo de educação formal, a criança percebe as diferenças existentes entre fala e escrita, diminuindo, assim, a recorrência dos fenômenos vocálicos de motivados pela oralidade, embora, em palavras pouco frequentes do seu cotidiano, a permanência dos erros de grafia ainda permaneça.
The process of teaching/learning of orthography is complex and it involves, besides aspects related to phonetics and to phonology, also those related to the orthographic system. To recognize the existing differences between the types of errors found on texts of beginner students is the necessary to provide conditions for the teacher to, in fact, aid students to overcome their spelling mistakes. Orality performs great influence on the writing production of children, therefore, the child takes as reference – to determine which letter must be used – those sounds that she/he is able to identify in her/his pronunciation standards, proceeding, hence, many times, to a correspondence: spoken sound/letter which is used for writing. This work addresses the analysis of the acquisition in the written form of the high-mid vowels “e” and “o”, on unstressed position. It was sought, thus, to establish relations between the spelling mistakes and contexts, in which, in orality, are identified as processes as raising, harmony and reduction of the final postonic position. On the first stage (analysis of the writing), there will be analyzed the written and oral productions of children from 2nd, 3rd, 4th and 6th years of a public school in the city of Pelotas from a preexisting database, called PICMEL that belongs to the Emergency Oral Language Laboratory – UFPel. The second stage (frequency analysis) counts with an instrument developed by the researcher in collaboration with the academy advisors and the data compiled by the researcher, with students from the 2nd, 3rd, 4th and 5th years, also in a public school from Pelotas. With the following specific objectives: a) to analyze the relation between the written and oral productions, in what concerns to the occurrence of the processes of rising, harmony and reduction; b) to analyze the evolution of the students in relation to the spelling mistakes throughout the grades; c) to verify the role of frequency of tokens on the errors made and d) to contribute to a better understanding of the processes of learning of writing of the high-mid vowels in Portuguese. According to Adamoli (2013), Amaral (2013) and Miranda (2009), (2013) e (2014), among others, in a two-way process, not only the phonetic-phonological aspects might interfere on the acquisition of the writing as well on the acquisition of the writing might trigger a reconstruction of the phonological system. Therefore, it was possible to notice that the children transfer to the writing some of their speech characteristics. Nevertheless, with the development of the processes in formal education, the child grasp the differences that exist between speech and writing, however in less frequent words on their daily use, whether in speech or in writing, this process is slower.
Chavez, Gina. "Examining the Reliability and Validity of ADEPT and CELDT: Comparing Two Assessments of Oral Language Proficiency for English Language Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/208.
Full textOnguene, Mete Tony Noël. "Usages du lexique verbal chez les collégiens camerounais : d’un corpus oral d’élèves à une didactique de l’expression dans la formation des enseignants." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100106.
Full textWe are pondering over the acquisition of French as the language of education and as a second language in a multilingual situation. Our research study centers on the uses of verbs by French-speaking students. We propose some solutions for the teaching-learning of this vocabulary. The objective is to understand the verbs mainly used by secondary school pupils learning and speaking French as a second language. We have collected our corpus of analysis from pre-adolescents and adolescents in Yaoundé, Cameroon. These data were cross-checked, transcribed, processed, and coded in conformity with the processing protocol of CHILDES,( Child Language Data Exchange System). Hence the FREG command mechanically provided us with an exhaustive list of the verbs and the frequency at which they are used. These verbs were grouped according to their semantic contents after LEMMATIZATION (using the headword technique). This method enabled us to dig out the most fundamental communicative potential of the youngsters who will have to improve on, increase or organize vocabulary classes. Our analyses are concerned with the formulation phases, the conceptual and discursive levels. We are questioning the factors which influence the acquisition of verbal terms
De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. "The effects of creative drama on the social and oral language skills of children with learning disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.
Full textTitle from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.