Dissertations / Theses on the topic 'Oral language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Oral language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Mooneyham, John C. "Oral Language Development Workshops." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.
Full textAdkins, Sarah Mae. "Investigating Oral Language within Reading Recovery." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1469021776.
Full textGeorge, May. "Teacher Scaffolding of Oral Language Production." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.
Full textBallinger, Susan. "Oral language use in dual immersion classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.
Full textMaciel, Carla Maria Ataíde Hawkins Bruce Wayne Kalter Susan. "Bantu oral narratives in the training of EFL teachers in Mozambique." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280981&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202917314&clientId=43838.
Full textTitle from title page screen, viewed on February 13, 2008. Dissertation Committee: Bruce Hawkins, Susan Kalter (co-chairs), Kristin Dykstra. Includes bibliographical references (leaves 258-275) and abstract. Also available in print.
Amodeo, Gloria. "Scoring oral communicative competence in second-language classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ52872.pdf.
Full textChurch, Kristine. "Effective oral communication in the foreign language classroom." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.
Full textHale, Kimberly D. "Oral Language and Literacy Development: The Pediatrician’s Platform." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7031.
Full textChang, Yuh-Fang. "Topic familiarity and second language learners' oral performance." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241177927.
Full textCipriani, Fabiana de Fátima. "Oral participation strategies in the foreign language classroom." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79579.
Full textMade available in DSpace on 2012-10-18T05:31:55Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T21:49:50Z : No. of bitstreams: 1 177687.pdf: 2909881 bytes, checksum: ff977b7b03bc8be5e2207a2c8295e16c (MD5)
Este estudo ilustra e analisa alguns padrões de estratégias de participação oral identificados no discurso da professora e dos alunos em uma classe de iniciantes em língua estrangeira. Os padrões de estratégias de participação oral foram observados a ajudar os alunos e o professor a iniciar e ampliar a conversação em Inglês na sala de aula. O presente estudo seguiu o método etnográfico de pesquisa. Sendo assim, dados foram coletados tomando-se em consideração o contexto onde os dados foram coletados e o ponto de vista dos participantes da pesquisa em observação. No total, dezesseis aulas foram observadas, gravadas, filmadas e analisadas. No capítulo 1, eu revisei um número de estudos na área de interação. No capítulo 2, eu descrevi como eu realizei a pesquisa passo a passo, explicando também a perspectiva metodológica etnográfica usada neste estudo. No capítulo 3, eu descrevi e analisei os padrões de estratégias de participação oral identificados e finalizei a dissertação fazendo um resumo dos achados, oferecendo algumas implicações pedagógicas e fazendo sugestões para futuras pesquisas na área.
Kremer, Marcelo Martins. "Oral development in english as a foreign language." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96166.
Full textMade available in DSpace on 2012-10-26T09:25:44Z (GMT). No. of bitstreams: 1 310060.pdf: 2158826 bytes, checksum: 1b7ba9dd5b9b20eed71950d070a853a6 (MD5)
In 2009/2, the Universidade Federal de Santa Catarina (UFSC) establishes a new program entitled Curso de Licenciatura em Letras - Inglês, via distance learning (DL), having as objective the education of future English teachers. The present research aims at investigating how students of the program, taking the courses Compreensão e Produção Oral em Língua Inglesa IV and Compreensão e Produção Oral em Língua Inglesa V perceive the use of the resources and activities aiming at the development of their linguistic skills in English. The data were collected from 25 students of those courses who answered an online questionnaire, which was composed by closed questions and, mostly, by closed questions with justification. Among those 25 participants, 5 were chosen to participate in a second data collection process, a semi-structured interview. The data analysis consisted of careful reflection and interpretation of that data. That analysis reveals that the participants perceive both main resources, and the activities developed with them, to be adequate for developing their oral production skill in different aspects. The participants perceived the Final Projects as an opportunity for them to focus on matters related to accuracy, such as the opportunity of working on grammar and pronunciation. On the other hand, the Skype Chats, were perceived by the participants as positive as they give them the opportunity to formulate sentences quickly and spontaneously in the target language.
No segundo semestre de 2009, o Departamento de Língua e Literatura Estrangeira da UFSC abre um novo programa chamado "Curso de Licenciatura em Letras - Inglês", na modalidade a distância, tendo como objetivo a formação de futuros professores de inglês. Essa pesquisa busca investigar como alunos do curso, matriculados nas disciplinas Compreensão e Produção Oral em Língua Inglesa IV e Compreensão e Produção Oral em Língua Inglesa V percebem o uso dos recursos e das atividades que objetivam desenvolver suas habilidades linguísticas em Inglês. Os dados foram coletados com 25 alunos dessas disciplinas que responderam um questionário online composto por questões fechadas e, na sua maioria, questões fechadas com espaço para justificativas. Desses 25 participantes, 5 foram escolhidos para participar de uma segunda coleta de dados em forma de entrevista semi-estruturada. A análise dos dados consiste em uma reflexão e interpretação cuidadosa dos dados. A análise revelou que os participantes percebem os dois recursos principais, e as atividades desenvolvidas com eles, como adequadas para o desenvolvimento da habilidade de produção oral em diferentes aspectos. Os participantes perceberam os Final Projects como uma oportunidade para focar em aspectos relacionados a precisão, como a oportunidade de trabalhar gramática e pronúncia. Por outro lado, com os Skype Chats, foi percebido como positivo pelos participantes a oportunidade que o recurso trás de formular frases rapidamente e espontaneamente na língua alvo.
Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.
Full textDe, Jong Kenneth John. "The oral articulation of English stress accent /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389393644.
Full textDawes, Emily Catherine. "The hidden language skill: oral inferential comprehension in children with developmental language disorder." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/56528.
Full textBrough, Mollie Paige. "A Large-Scale Clustered Randomized Control Trial Examining the Effects of a Multi-Tiered Oral Narrative Language Intervention on Kindergarten Oral and Written Narratives and Oral Expository Language." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8270.
Full textLapointe, Fernand. "Quelques grammaires françaises pour anglophones et quelques problèmes d'expression orale chez les étudiants anglophones de niveau très avancé /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1993. http://theses.uqac.ca.
Full textYuen, Dick-yan Dennis. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.
Full textLau, Arthur Chunip. "Written representation of oral features in Cantonese Chinese /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791603.
Full textIncludes tables. Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 171-175).
Krohn, Matilda, and Christopher Kindbom. "Oral Communication Strategies in English as a Foreign Language." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147655.
Full textDerksen, Harold Kenneth. "The role of oral language in the practicum classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.
Full textO'Sullivan, Barry. "Towards a model of performance in oral language testing." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312577.
Full textThompson, Colin. "Guided planning, task complexity and second language oral development." Thesis, University of Central Lancashire, 2014. http://clok.uclan.ac.uk/10568/.
Full textBanks, Michelle L. "Instructional Practices To Support Oral Language In Young Learners." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594121750823262.
Full textGolledge, Elaine Diana. "Aesthetic scanning: Refining critical thinking through oral language activities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3231.
Full textChan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.
Full textHinch, Melinda A. "A comparison of two oral language facilitation programs for kindergarten children with language impairments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ30957.pdf.
Full textDaily, Stacy Lynn 1967. "Oral bound-morpheme skills of school-age, language-learning disabled and normal language children." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278328.
Full textFullilove, John Pope III. "Examining oral English proficiency some factors affecting rater reliability in the use of English oral examination /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B4389334X.
Full textBurleson, Deborah. "Training segmental productions for second language intelligibility." [Bloomington, Ind.] : Indiana University, 2007. 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:3255507.
Full textTitle from PDF t.p. (viewed Nov. 19, 2008). Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0977. Advisers: Robert Port; Kenneth de Jong.
Kwok, 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 textBate, Chloë C. "Relationships between oral language, oral narrative, spelling and writing development in 7-9 year old children." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15946/.
Full textBarra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.
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 textJeong, Tae-Young. "Assessing and interpreting students' English oral proficiency using d-VOCI in an EFL context." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1045462461.
Full textTitle from first page of PDF file. Document formatted into pages; contains xii, 151 pages : ill. (some col.) Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 115-125).
Mackie, Clare Jayne. "Writing performance in children with a specific language impairment : impact of oral language and literacy." Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444837.
Full textMacchi, Lucie. "Facteurs prédictifs et caractéristiques des capacités de lecture d'enfants présentant des troubles du langage oral." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30023.
Full textThis thesis is concerned with the reading abilities in children with specific language impairment (SLI). It aims to precise the process involved when these children read isolated words, by analyzing their written language abilities in relation to their spoken language abilities. Firstly, the main findings of the literature on this topic are presented. Then, four experimental studies conducted both in children with SLI and typically developing children are described. These studies deal with: (1) identification of isolated written words in reading aloud, (2) identification of isolated written words in silent reading, (3) written word comprehension, (4) and predictive factors of reading. The striking results of these studies indicate that, in written word identification in reading aloud, as well as in silent reading, children with SLI show an average delay of about three years, compared to reading control children. As a group, their phonological procedure is less efficient than their orthographic procedure. However, interindividual heterogeneity remains high. The children with the most severe impairment in language production at the phonological level are those with the greatest deficit in the phonological reading procedure. Isolated word comprehension, as for it, appears to be costly in terms of processing abilities. Finally, children with SLI display the same predictive factors of reading as typically developing children, with the exception of inconsistency in speech production, which is a reading predictor specific to children with SLI. Further research about this inconsistency would be useful
Koltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.
Full textTse, Luk Siu Ping Miranda, and 謝陸兆平. "The development of oral language skills in preschool learning environments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31232012.
Full textOthman, Juliana. "The effect of topic knowledge on language learners' oral performance." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362222.
Full textBERRE, CARLA CHIAPPETTA LE. "DIRECTIVES SPEECH ACTS, IN ORAL LANGUAGE, IN THE BRAZILIAN PORTUGUESE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11177@1.
Full textO tema desta pesquisa é a realização dos atos diretivos, em língua oral, na cultura brasileira. A partir de pressupostos da teoria dos atos de fala, da sociolingüística interacional, do interculturalismo e da antropologia social, descrevemos e analisamos as formulações dos atos diretivos assim como as estratégias discursivas que atenuam ou reforçam o teor de imposição implicado na realização desses atos. Também classificamos os tipos de pedidos e ordens encontrados em nosso corpus de acordo com o nível de diretividade e identificamos os motivos sociais/contextuais e culturais que influenciam as construções desses enunciados. Mostramos, ainda, a relevância desta pesquisa para o ensino/aprendizagem do português como segunda língua para estrangeiros.
The theme of our research is the use of the directives speech acts, in oral language, in the brazilian portuguese. On the basis of theoretical assumptions of speech-act theory, interactional sociolinguistics, interculturalism and cultural anthropology, we describe and analyze the formulations of the directives speech acts and also the strategies that soften or intensify the imposition implied in the use of those acts. We also classified the types of requests and orders found in our corpus according to the level of directness and identified the social /contextual and cultural reasons which influence the construction of those utterances. We showed, as well, the importance of this research in the teaching/learning process of portuguese as a second language.
Young, Eric H. "Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7051.
Full textBoggs, Teresa. "Book Reading as a Means for Increasing Oral Language Skills." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1508.
Full textAbid. "Oral communication strategies instruction: Voices from Indonesian English language lecturers." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54090.
Full textTakoff, Danielle. "Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39109.
Full textWoodson, Nancy Potter. "Oral and textual composing patterns of beginning writers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553056954.
Full textMeyer, David Francis. "Computationally-assisted analysis of early Tahitian oral poetry." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5984.
Full textKellermeier, Grace Kerr. "Foreign language oral assessment practices in Florida middle and high schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4588.
Full textID: 030423347; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 127-145).
Ed.D.
Doctorate
Education
Bridges, Carolyn la von. "Effects of Readers' Theatre on English language learners : a strategy for oral language and reading improvement /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=0&did=1147186211&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176310854&clientId=11238.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 71-75). Also available for download via the World Wide Web; free to University of Oregon users.
Swasey, Washington Patricia Ann-Marie. "FACTORS AFFECTING NORMING: A DEVELOPMENTAL STUDY OF ORAL LANGUAGE MEASURES IN SPANISH-SPEAKING ENGLISH LANGUAGE LEARNERS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66505.
Full textPh.D.
The Latino population of which English Language Learners (ELLs) is a subset, has demonstrated substantial growth in recent years (U.S Census Bureau, 2008), highlighting the need for normative information regarding their language skills. However, requisite to obtaining normative information is determining appropriate norming methods. The principal purpose of the present study was to ascertain appropriate norming procedures for the language variables: Mean Length of Utterance (MLU), Number of Different Words (NDW) and Words Per Minute (WPM) in English and Spanish narratives of Spanish-speaking ELLs. The issues were 1) whether age or grade norms should be used as an index of language development, 2) whether cross-sectional or longitudinal data should be utilized, and 3) whether the inclusion or exclusion of children with missing data or grade repeats affects the language measures. It was hypothesized that due to the syntactic and lexical differences that are present across languages, there would be a different developmental schedule of development for the language variables in the English and Spanish of ELLs. Participants were typically developing kindergarten to second grade Spanish speaking ELLs enrolled in transitional bilingual programs. A total of 605 children comprised the cross-sectional dataset and a total of 679 children were included in the longitudinal dataset. From these initial datasets, additional datasets were created to provide separate age and grade groups (for the cross-sectional and longitudinal datasets) as well as three different longitudinal datasets. Narratives in English and Spanish were elicited from each child using a story retell procedure. Analyses were carried out using Multivariate Analysis of Variance (MANOVA), Univariate Analysis of Variance (ANOVA) and Repeated Measures Analysis of Variance procedures. Results of both cross-sectional and longitudinal analyses indicated that age and grade are comparable indices of time for studying MLU, NDW, and WPM. Results also indicated that longitudinal data is superior to cross-sectional data for examining the language variables and that including or excluding subjects with missing data or grade repeaters does not significantly affect MLU, NDW, and WPM scores. Additionally, results confirm the findings from the research literature that MLU, NDW, and WPM are valid variables for studying narrative development.
Temple University--Theses
Ford, M., and Alissa A. Lange. "Preliminary Psychometrics for a Spanish-Language Version of an Early Oral Language Tool Using Narrative Retell." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4685.
Full text