Dissertations / Theses on the topic 'Processability theory'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 17 dissertations / theses for your research on the topic 'Processability theory.'
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.
Ishigami, Judith Preston. "Examining the reliability of processability theory-based procedure for use in Japanese SLA assessment." 名古屋大学言語文化研究会, 2009. http://hdl.handle.net/2237/14657.
Full textNishitani, Atsuko. "A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/176422.
Full textEd.D.
This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The order was compared with the order predicted by processability theory and the order in which the structures appear in junior and senior high school textbooks in Japan. Because processability theory is based on natural speech data, a sentence repetition test was also conducted in order to compare the result with the order obtained from the multiple-choice tests and the order predicted by processability theory. The participants were 872 Japanese university students, whose TOEIC scores ranged from 200 to 875. The difficulty order of the 38 structures was displayed according to their Rasch difficulty estimates: The most difficult structure was subjunctive and the easiest one was present perfect with since in the sentence. The order was not in accord with the order predicted by processability theory, and the difficulty order derived from the sentence repetition test was not accounted for by processability theory either. In other words, the results suggest that processability theory only accounts for natural speech data, and not elicited data. Although the order derived from the repetition test differed from the order derived from the written tests, they correlated strongly when the repetition test used ungrammatical sentences. This study tentatively concluded that the students could have used their implicit knowledge when answering the written tests, but it is also possible that students used their explicit knowledge when correcting ungrammatical sentences in the repetition test. The difficulty order of grammatical structures derived from this study was not in accord with the order in which the structures appear in junior and senior high school textbooks in Japan. Their correlation was extremely low, which suggests that there is no empirical basis for textbook makers'/writers' policy regarding the ordering of grammar items. This study also demonstrated the difficulty of writing items testing the knowledge of the same grammar point that show similar Rasch difficulty estimates. Even though the vocabulary and the sentence positions were carefully controlled and the two items looked parallel to teachers, they often displayed very different difficulty estimates. A questionnaire was administered concerning such items, and the students' responses suggested that they seemed to look at the items differently than teachers and what they notice and how they interpret what they notice strongly influences item difficulty. Teachers or test-writers should be aware that it is difficult to write items that produce similar difficulty estimates and their own intuition or experience might not be the best guide for writing effective grammar test items. It is recommended to pilot test items to get statistical information about item functioning and qualitative data from students using a think-aloud protocol, interviews, or a questionnaire.
Temple University--Theses
Gijswijt, Katrijn. "Processing Dutch : A study on the acquisition of Dutch as a second language using Processability Theory as a framework." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105696.
Full textI den här studien undersökas den nederländska språkinlärningsprocessen inom ramen av Processbarhetsteorin (PT). PT antar att inlärningsprocessen sker genom universella stadier. Dessa har skapats och forskats för flera olika sprak, men inte för nederländska. I den här uppsatsen kommer den nederländska morfologin och ordföljden att analyseras enligt PT’s stadier, och skapas en hierarki för nederländska. Samtidigt blir hierarkin testad genom en longitudenell studie av inlärningsprocessen av svenska studenter som lär sig nederländska. Dessutom diskuteras frågan om möjlig transfer från både det första och andra språket. Sen debatteras frågan om emergence criterion och procentsatser, och därmed skillnaden mellan språkinlärning och språkbehärskning. Resultatet är en granskning av den egna skapade hierarkin, och möjliga förklarningar för deras inlärningsprocess.
IWASAKI, Junko, and junkoi@student ecu edu au. "The acquisition of Japanese as a second language and Processability Theory: A longitudinal study of a naturalistic child learner." Edith Cowan University. Community Services, Education And Social Sciences: School Of International, Cultural And Community Studies, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0022.html.
Full textIwasaki, Junko. "The Acquisition of Japanese as a Second Language and Processability Theory: A Longitudinal Study of a Naturalistic Child Learner." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/73.
Full textHåkansson, Ramberg Maria. "Was bewerten Lehrer? : Die Bedeutung grammatischer und lexikalischer Faktoren bei der Benotung von Schülertexten im Fach Deutsch als Fremdsprache." Licentiate thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58056.
Full textSchönström, Krister. "Tvåspråkighet hos döva skolelever : Processbarhet i svenska och narrativ struktur i svenska och svenskt teckenspråk." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39917.
Full textHansson, Frida. "Processbarhetsteorin tillämpad på elevers skriftliga produktion : En studie baserad på nyanländas elevtexter i högstadiet." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80213.
Full textEklund, Heinonen Maria. "Processbarhet på prov : Bedömning av muntlig språkfärdighet hos vuxna andraspråksinlärare." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9524.
Full textStål, Eva-Lena. "Skriftspråklig kompetens hos andraspråksinlärare : Analys av godkända texter från Tisustest och Nationella prov i Svenska som andraspråk B." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13993.
Full textThe present study concerns second language learners' syntactic and communicative competence in writing. The aim is to study syntactic performances in texts written by learners of Swedish as a second language permitted to study at university. Another aim is to discuss the communicative and idiomatic performances of the informants. The theoretical framework used for assessment of achieved syntactic levels is the Processability Theory (Pienneman, 1998/Pienneman & Håkansson, 1999). The results reveal that the students who´s texts in Svenska som andraspråk B[1]and the Tisustest[2]have passed the exam have achieved either syntactic level 4 or 5 according to Processability Theory. The study also reveals the variety of communicative and idiomatic competence based on the ability to convey a core content. The informants partly achieve and partly do not achieve the Swedish language norms, in various degrees, which effects the level of communicative competence which they are able to express. The results point to more or less individual differences. There are small differences between the group of informants in Svenska som andraspråk B and in the Tisustest. Possible causes for these differences may partly be connected to the varying degree of cognitive difficulty in producing the different texts. The study shows that the use of Processability Theory may be a beneficial tool to measure levels of syntactic proficiency levels in second language learner texts. However, it appears that it also is important to establish a comprehensive assessment of communicative language skills in order to make an overall assessment of written language skills of second language learners. [1]Swedish as a second language, level B [2]Tisus - Test in Swedish for university studies.
Czaholi, Attila. "Morphosyntactic competence of adult learners of English in Sweden : The impact of L2 exposure outside school and highest completed education on morphosyntactic development." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81307.
Full textNordborg, Martin. "Målspråksriktig svenska : - en studie kring betydelsen av fri och bunden ordföljd." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45819.
Full textThe purpose of this study was to examine how different word order principles in a first language influence the learning of word order in Swedish as second language. Two groups were compared in which one had a first language with a bound word order based on the grammatical principle and the other a first language with a free word order based on the topic-comment-principle. Respondents consisted of students in municipal adult education in a western Swedish municipality who studied at SFI and SAS Basic. Each respondent were asked to freely write a short essay. The texts were then analyzed in detail to identify which batch- and text grammatical word order inaccuracy that had been made. The results showed that both groups did about the same type of grammatical errors, but that the group with a first language with free word order did some more text grammatical errors. While several other studies highlight the generalization of the topic-comment-principle as the biggest problem for this latter group, I found that it was rather the lack of use of the topic-comment-principle that was problematic.
Håkansson, Gloria. "Att testa flerspråkiga elevers språkförmåga : ett specialpedagogiskt perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19049.
Full textPupils who do not develop their Swedish language as expected are investigated with several language tests. In this thesis I translate a part of a commonly used test, which is used to assess children’s language acquisition. Multilingual pupils who have language difficulties have to show difficulties in all their languages to make the conclusion that they have a language impairment. The pupils are tested with among others Trog-2, Test for reception of grammar and it is not standardized for this group. In this thesis I study what happens with grammar constructions in Trog-2 when they are translated to Modern Standard Arabic (MSA) and the Lebanese vernacular. This test is used on multilingual pupils with the assistance of an interpreter. Trog-2 was been analysed using my model, which I call S T O. This model specifies three levels of grades of differences in grammatical structures and concepts when translated from one language to another. The results show that there are a number of grammatical structures that are completely missing in translation or that are difficult to translate while maintaining the grammatical structures. However, there are structures which can be translated while maintaining the grammatical structures.
Järvinen, Sivi. "Processbarhetsteorin : En studie om finskspråkiga elevers användning av personliga och reflexiva pronomen i possessivform samt placering av negation i bisats." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60489.
Full textDi, Biase Bruno. "A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications." Phd thesis, 2007. http://hdl.handle.net/1885/6982.
Full textChen, Mei-Chi, and 陳玫岐. "TSO A CASE STUDY OF ENGLISH LEARNING DIFFICULTY: PROCESSABILITY THEORY AND THE EXPERIMENTAL RESEARCH OF ROD ELLIS." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01781845109662884205.
Full text銘傳大學
應用英語學系碩士班
98
This study examines Processability Theory (Pienemann, 1998) and the learning difficulty of seventeen grammatical structures of explicit knowledge for second language learners among students of English in Ming Chuan University. Rod Ellis’ theory of explicit knowledge was adapted for the study to discover students’ grammatical learning difficulty as part of an explicit knowledge component. The two samples include freshmen and seniors from the Applied English Department of Ming Chun University who took the Untimed Grammaticality Judgment Test (GJT) at two different times (N= 105, N=150). The results examine which grammatical structures are easier and which are more difficult for college freshmen and seniors, as well as determining whether the level of explicit knowledge might change between the two time points. Also, the relationship between explicit grammatical knowledge and Pienemann’s Processability Theory is examined. Finally, the findings of Ellis (2006) and the findings of this research are compared. First, the findings suggest that the samples in this study experienced almost the same order of learning difficulties when considering which grammatical structures are more difficult or easier and that there are no statistically significant differences between the two samples. Second, the findings suggest that Processability Theory does not predict the language development of explicit knowledge, and there is no clear relationship between them. Third, the comparison between this study and that of Ellis (2006) shows a clear difference between the orders of learning difficulties in two studies. These results suggest that further studies should have larger samples from different learning contexts and from different languages in order to gain a clearer picture of difficulty in second language learning.
Tang, Xiaofei. "Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China." Phd thesis, 2016. http://hdl.handle.net/1885/130852.
Full text