Dissertations / Theses: 'Written English'

1

Kreyer, Rolf. "Inversion in modern written English syntactic complexity, information status and the creative writer." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.

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Sams, Jessica. "A syntactic analysis of written English quotatives." Connect to online resource, 2008. 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:3337148.

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Guthrie, Karren M. Fitzgerald Jill. "Cohesion in young Latino English-language learners' English narrative written text." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1582.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Klein, Luciana Conceição. "Brazilian college students': awareness of academic written english." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/83640.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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O objetivo deste estudo é contribuir para o entendimento das atitudes de alunos universitários brasileiros em relação à atividade da escrita acadêmica em língua inglesa e investigar sua consciência em relação aos procedimentos envolvidos no processo da escrita. O estudo se baseia na Teoria da Escrita como Processo Cognitivo de Flower e Hayes (1981) e investiga o entendimento que os sujeitos demonstram do ambiente da tarefa de escrita, dos processos de escrita e da importância do conhecimento prévio para o processo de escrita como um todo. A pesquisa foi conduzida com onze alunos cursando Letras no Centro Universitário de Jaraguá do Sul - UNERJ e dezoito na Fundação Universidade Regional de Blumenau - FURB. O método utilizado na pesquisa consistiu de (1) uma amostra de texto escrito pelos sujeitos, e (2) um questionário para levantar dados referentes à percepção de escrita acadêmica que esses alunos têm, assim como seu envolvimento com a tarefa de escrever em língua inglesa. Os resultados mostraram que os sujeitos desse estudo (1) estão cientes dos processos e sub-processos descritos pelo modelo de Flower e Hayes (1981) e que (2) essa consciência não resulta em uma produção mais fluente de inglês escrito. O estudo também revelou a preocupação dos sujeitos com sua proficiência lingüística principalmente no que se refere à gramática e ao vocabulário. No entanto, o conteúdo a ser transcrito não foi afetado por essas limitações lingüísticas. A conclusão desta dissertação apresenta as limitações do estudo, sugestões para pesquisas posteriores e implicações pedagógicas.

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Zhan, Ying, and 詹颖. "Washback and possible selves: Chinese non-English-major undergraduates' English learning experiences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43943779.

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Beiner, Judith Sue. "From informal to formal : syntactic variation in written English /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798079.

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Eriksson, Anders. "Tense and aspect in advanced Swedish learners' written English /." Göteborg : Acta Universitatis Gothoburgensis, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789173466097.

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Grant, Sofia. "An Analysis of English Essays Written by Swedish Students." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23572.

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The aim of this study is to analyse essays written in English by Swedish pupils and to map the most common errors made in written communication. The grammatical features selected for the analysis are prepositions, articles, verb forms, subject-verb agreement and word order. Furthermore, the errors will be grouped and ranked according to the Obligatory Occasion Analysis not only to assess the pupils’ development but also to help the teachers to prepare for their lesson planning.

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Park, Sung Bae. "The acquisition of written English articles by Korean learners /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240682871&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Pearce, Martin. "Baptismal texts : the construction of meaning in written English." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307764.

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Sáez, Natalia. "The pragmatic and argumentative structures underlying english written advertisements." Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110160.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.
The present small-scale research work intends to present a descriptive and analytical study of some central aspects of the communicative structure of written advertisements found in women’s magazines, as well as an analysis of the persuasive strategies deployed in these advertisements.

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Ho, Wai Ching. "The English spoken and written narratives of Cantonese speakers." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/76.

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Ghabanchi, Zargham. "Aspects of academic writing : a comparative analysis of English texts written by native speakers of English (L1E), Persian texts written by native speakers of Persian (L1P) and English texts written by native speakers of Persian (L2E)." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266053.

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Fong, Wai-lin Yvonne. "Written English errors of eighth graders in an Anglo-Chinese school in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949022.

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Vandercook, Sandra. "Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1552.

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For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in various ways, but most teachers agree that they should offer written feedback to students (Beach & Friedrich, 2006). However, little research has been conducted to determine how teachers’ written feedback practices reflect their beliefs about the purpose of such feedback. This qualitative study explores the relationship between English composition teachers’ beliefs about written feedback and their actual written feedback practices. The participants were a sample of four instructors of freshman English composition at a mid-sized metropolitan public university. Interviews, classroom observations, course documents, and samples of teachers’ written comments were analyzed to determine teachers’ written response practices and their beliefs related to the purposes of freshman writing and their roles as writing teachers. Results suggest that teachers were aware of their beliefs, and their written response practices were consistent with their beliefs. Teachers utilized different approaches to respond to student writing, but those approaches are consistent with current recommendations for responding to student writing. Three major themes emerged from the study. First, teachers must be given the opportunity to reflect about and articulate their beliefs about written response so they will know why they respond in the way they do. Second, teachers work within the boundaries of their specific writing program to organize their written responses to student writing. Third, teachers must respond to student writing from varying perspectives as readers of the text. The findings support studies which indicate that written response is a sociocultural practice and teacher beliefs are just one aspect of the complex nature of teacher written response. The study should add to the fields of response theory and the formation of teacher beliefs.

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Ngai, Sze-yee. "Understanding written feedback practices as well as teachers' and students' perceptions and attitudes towards written feedback in an ESP context in Hong Kong." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241098.

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Hantrakul, Chanpen Steffensen Margaret S. "English tense and aspect usage in controlled written discourse by non-native speakers." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101113.

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Thesis (D.A.)--Illinois State University, 1990.
Title from title page screen, viewed November 4, 2005. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Ronald J. Fortune, Ronald S. Halinski, Bruce W. Hawkins. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.

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Gostin, Natalie. "Written in English but not English literature : an analysis of Australian (migrant women's) writing /." Title page and introduction only, 1992. http://web4.library.adelaide.edu.au/theses/09AR/09arg682.pdf.

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Hamdallah, R. W. "Syntactic errors in written English : Study of errors made by Arab students of English." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235104.

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Hung, Jane. "A study of the written feedback given by English teachers to senior form compositions." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883912.

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Chu, Karson. "Written English errors a case study of one secondary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31679808.

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Eriksson, Maria. "Feedback and Error Corrections : on Swedish Students' Written English Assignments." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-352.

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It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.

The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.

Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.

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Channing, O. Ernestien. "English written proficiency as a contributing factor to academic performance." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65481.

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Internationally English is increasingly being used as a language of instruction in education. This is also true within the South African context, a country with eleven official languages. Many non-native English speaking (NNES) students, for whom English might be their second, third or even fourth language, are studying through the medium of English. Previous studies on this topic acknowledge that the level of English proficiency which NNES students have, affects their academic performance. The problem under investigation in this case study was the relationship between students’ academic performance in particular modules and how their written responses in examinations contributed to them failing a module. The purpose was to establish to which extent limited English proficiency contributed to the poor academic performance of NNES preservice teachers studying through distance education. This study is underpinned by Cummins’ theory of Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency (1984). It is supported by related literature which emphasises the challenges NNES students experience in understanding academic content and responding to written assessment tasks in a language other than their home language. A quantitative approach was used which focused on the written responses to examination papers of thirty undergraduate B Ed students who had failed a particular module, at a private higher education institution. The contribution of inadequate or incoherent English, as the reason why marks were not allocated to answers, was calculated and analysed. Results indicated that students’ English grammatical proficiency does have an influence on their academic performance, though it is not the main contributing factor to students failing their modules. For this case study it was determined that the pre-service teachers’ inadequate English written proficiency contributed almost a third (25,6%) of the reasons for their poor academic performance. This finding suggests the need to develop new teaching strategies to accommodate and offer language support to NNES students in higher education institutions that offer qualifications using English as the medium of instruction.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted

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Bertoch, Kailie Ann. "Language Use in Mathematics Textbooks Written in English and Spanish." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4347.

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Research has suggested that although mathematics is a universal language, the notation, algorithms, and language in which it is taught varies from country to country. The literature has addressed the challenges associated with understanding the language of mathematics in English. Variable is a topic of mathematics where the literature has documented students' difficulty understanding the language of mathematics. Part of that difficulty is attributed to the fact that mathematics and English each have their own register and at times the differences in these registers conflict. This study examined the introduction and use of variable in the middle school textbooks of three English speaking countries and three Spanish speaking countries. The results of this study are that textbooks rarely make any attempt to use bridging language, and do not explain to students how they are using variable when they use it. The results of this study also show that the language used to talk about variable is similar English (Spanish) speaking countries.

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DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Hui, Lai-yin Connie. "An investigation of the errors made by Hong Kong secondary students in their written work." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3169178X.

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McDonald, Catherine. "The question of transferability : what students take away from writing instruction /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9494.

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Harvey, Karen Louise. "Representations of bodies and sexual difference in eighteenth century English erotica." Thesis, Royal Holloway, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267310.

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Wong, Wing-yin Winnie. "The study of the use of written English in the Hong Kong civil service." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18736543.

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Freudenberg, Kristy. "Investigating the impact of SMS speak on the written work of English first language and English second language high school learners." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/2052.

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Thesis (MPhil (General Linguistics))--Stellenbosch University, 2009.
This study examined the impact of SMS speak on the written school work of English first language (L1) and English second language (L2) high school learners. The general aims of the study were to establish how widespread the use of SMS language is among high school learners, and to assess whether there is any evidence of the use of features of SMS speak in the English written work of these learners. Eighty-eight learners from an English-Afrikaans dual medium school in a middle class neighborhood in the Western Cape participated in this study. The participants included 43 grade 8s and 45 grade 11s, of which 51 were English L1 speakers and 37 English L2 speakers. The participants completed questionnaires from which the frequency and volume of their SMS use was determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of the learners’ English written work were examined for specific features of SMS speak. These features included (deliberate) spelling errors, lack of punctuation, over-punctuation, the omission of function words, the use of abbreviation or acronyms, and the use of emoticons and rebus writing. The results of this study indicate that high school learners are avid users of SMS and/or MXit. All participants reported using features of SMS speak in their SMSes, and many reported using SMS speak in their written school work. Despite this, the samples of written work did not contain a great number of incidences of SMS speak features. It seems that the general lack of SMS speak in the written work of these learners is a result of being able to assess when it is and is not appropriate to use a certain variety of language: These learners are proficient in SMS speak and use it when chatting to friends on MXit, but they can produce written work that adheres to the formally approved standards of written high school English. That said, a number of SMS speak features were indeed present in their formal written work, which indicates that SMS speak had some impact on the written work of these learners, which could in turn be attributed to the high frequency of their SMS usage. However, not all of the non-standard features of their written English could necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could be unrelated to SMS speak, as they have been noted in the written English of high school learners from before the advent of cellphones. The learners in this study were from a school that has a strict language policy, one which does not tolerate the use of SMS speak in written work. Seven of the teachers completed a questionnaire compiled for all teachers at the school in question. Responses to this questionnaire, especially those of the language teachers, indicated that teachers either deduct marks for features of SMS speak in written language or refuse to mark written work that does not conform to the formally approved standards that the school has set in place. It is possible that the actions of the teachers and the language policy of the school play a significant role in the lack of SMS speak features in the written language use of the learners.

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Turkalj, Karolina. "Learning English as a Second Language : A Study on Grammatical Accuracy and Knowledge in Written English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33993.

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Juknevičienė, Rita. "Lexical Bundles in Non-Native Speaker and Native Speaker Written English." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110307_144834-16208.

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The study presents a contrastive analysis of learner language which is represented by written English of the Lithuanian EFL learners and native speakers of English. The material for the study comes from three corpora of learner language: two Lithuanian corpora consist of student essays written by first-year students and third-/fourth-year students of English Philology while the native speaker corpus is a selection of argumentative essays from the LOCNESS corpus. The study involves structural and functional analyses of lexical bundles retrieved from the three corpora. The findings of the study show that written English produced by the learners of the lower proficiency levels bears more features typical of spoken English. As the level of proficiency increases, the number of verbal bundles gives way to bundles incorporating noun and prepositional phrases which are more characteristic of the written variety of the language. As regards the distribution of lexical bundles across the functional types, the study proves that the Lithuanian learners pay more attention to discourse organization and expression of stance while in the native speaker material the proportion of referential lexical bundles, used to express propositions, is much more prominent. The study also involves an analysis of phrasal expressions recurring in the lexical bundles. The conclusions and implications of the research may be particularly useful to the practice of ELT/EFL in Lithuania while certain insights of... [to full text]
Disertacijoje aprašomas gretinamasis leksinių samplaikų tyrimas lietuvių gimtosios kalbos vartotojų ir gimtakalbių anglų kalbos vartotojų rašytinėje anglų kalboje. Tyrime naudoti trys skirtingų kalbos mokėjimo lygių vartotojų anglų kalbos tekstynai: pirmakursių studentų ir vyresniųjų kursų studentų, kurių gimtoji kalba – lietuvių, rašiniai, bei anglų gimtosios kalbos vartotojų, t. y. įvairių Didžiosios Britanijos ir JAV universitetų studentų rašiniai. Leksinių samplaikų struktūrinė analizė parodė, jog žemesnio mokėjimo lygio mokinių kalboje dažniau pasitaiko veiksmažodinių samplaikų, o aukštesnio lygio mokinių kalboje – vardažodinių. Tai rodo, jog žemesnio mokėjimo lygio mokinių kalba artimesnė sakytinei anglų kalbai, kuriai būdingos veiksmažodinės leksinės samplaikos. Kylant kalbos mokėjimo lygiui, mokinių rašytinėje kalboje randasi daugiau vardažodinių leksinių samplaikų, kurios dažnesnės rašytiniame diskurse. Funkcinė leksinių samplaikų analizė atskleidė, jog kylant mokinių kalbos mokėjimo lygiui nuosekliai kinta ir tam tikrų kalbos funkcijų raiška: žemesnio lygio mokiniai daugiau dėmesio skiria diskurso organizavimo ir autoriaus pozicijos raiškai, o aukštesnio lygio mokinių kalboje dažnesni referentiniai pasakymai, perteikiantys teksto propozicinį turinį. Leksinių samplaikų analizė pagal jose realizuojamus frazinius junginius atskleidė lietuvių gimtosios kalbos vartotojams būdingų frazinių junginių vartojimo ypatumų. Tyrimo išvados ir taikomoji vertė siejamos su anglų... [toliau žr. visą tekstą]

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Abdulghaffar, Muhammad Abdulghazzaq. "The Problematic of identity in the Arab novel written in English." Thesis, SOAS, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492664.

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This study investigates the Arab novel written in English, notwithstanding its exclusion from postcolonial writing of minorities who live in the Anglophone world. It focuses on how identity is constructed and how it becomes problematic through cultural politics of nationalism, gender, sexuality, ethnicity, religion and political history. It explores theories of cultural, regional, national and gender identities. It also examines theories of discursive and dispersive identities. Reading strategies are derived from such theories that address two questions: what are collective identities and how do individuals formulate their identities? The writers construct their identities by positioning themselves in relation to particular social conditions. Such positions and conditions are formed vis-a-vis the issues of cultural politics. Identity crisis emerges when the individuals struggle to reconcile the conflicting and transitional conditions of their positions inside and outside the 'nation-state'. Also, the differences of the social conditions and positions mould the 'hybrid' aspects of the individuals to the extent that there are types of hybridity which become a means of critique of the affinities of individuals with society and national identity. The predication of identity representations is not who we are but what identities are for. Textually, identity constructions are revealed through specific affiliations to the literary and religious traditions, The Arabian Nights, travel writing, the Qur'an and al-Manamat. The writers' engagement with these texts is part of their discourses on identity and can be described as modernist uses of the tradition. The texts express different affinities with the Arabic tradition and sphere. There are texts that have affiliations to the Arabic tradition and themes of Arab culture. There are texts that are only affiliated to the Arabic tradition. There are texts that only represent themes of Arab culture. Then, there are texts that have no affinities with the Arabic tradition and do not represent themes of the Arabic sphere. All these types of works are examined in this thesis in order to reveal complex aspects of what has been called 'The Problematic of Identity'.

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Rasul, Sabir Hasan. "Procedures and strategies in English-Kurdish translation of written media discourse." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/9628/.

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The present research explores translation procedures and strategies employed in current English-Kurdish translation of written media discourse. It is located within Toury’s (1995/2012) framework of Descriptive Translation Studies (DTS). The research sets out to contribute to Translation Studies, specifically the study of journalism translation. Despite the fact that translation has been an inseparable part of media and journalism activities for decades, if not centuries, the systematic study of media translation is as recent as the turn of the new millennium. This study focuses on English-Kurdish translation of written media discourse, which has remained largely under-researched. The study precisely sets out to identify the patterns of translation procedures and the overall translation strategies prevalent in Kurdish translations of English journalistic texts. To do so, a composite model is formulated based on an integration of three influential taxonomies of translation procedures proposed by Vinay and Darbelnet (1958/1995), Newmark (1988) and Dickins, Hervey and Higgins (2002). The model is applied to a set of 45 journalistic texts translated from English into Kurdish, which altogether make a corpus of approximately 75,000 words. A comparative analysis of ST-TT coupled pairs is carried out to identify patterns of translation procedures at the linguistic as well as cultural level. To look at the findings from a different perspective, a research questionnaire is also conducted with English-Kurdish translators working in the Kurdish media. Based on the patterns of translation procedures, the overall transition strategies are then determined. Analysis in Chapters 6, 7 and 8 leads to the conclusion that literal translation, borrowing and omission are the most frequent translation procedures at the linguistic level, and cultural borrowing, cultural redomestication and calque are the most frequent at the cultural level, keeping in mind that the notion of cultural redomestication constitutes the present study’s major contribution to Translation Studies. As for the overall strategies, semantic translation is the predominant orientation of the linguistic aspect of the translation, while foreignization is the predominate orientation of the cultural aspect of the translation.

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Araya, Veloso Nury, Tamburini Nicolás Cárdenas, Bravo Leandro Silva, Bravo Oscar Soto, and Pérez Tania Tapia. "A study of co-reference in journalistic written discourse in english." Tesis, Universidad de Chile, 2011. http://repositorio.uchile.cl/handle/2250/110005.

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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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Shi, Hui. "Pragmatic Transfer in English Emails Produced by Chinese L2 English speakers : A Study of the Underlying Cultural Ethos, and the Effect of Speakers’ English Proficiency andExposure to English." Thesis, Stockholms universitet, Engelska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-41107.

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This study focuses on the pragmatic transfers that emerge in the English emails produced byChinese L2 English speakers. Despite doubts about taking Chinese English as a new variety, the study believes there are some common and unique pragmatic features existing in the English text produced by Chinese L2 English speakers. 104 emails written by 13 subjects with different English proficiency and different English exposure were collected. Questionnaires were sent out to the same subjects, trying to find out the factors that affect their pragmatic performance. The study accomplished the following main findings: 1) There are differences in the extent to which pragmatic transfer occurs among different subjects. 2) The individual subject’s pragmatic performance in English is not necessarily decided by the subjects’ English proficiency. 3) The extent of pragmatic transfer in the individual subject’s case seems to be much more complex situation than depending on any single factor of the following: English proficiency, exposure to English, or confidence in using English. 4) Some email writers have different extent of pragmatic transfer in the situations with different levels of tension. 5) However, whether the subjects have different extent of pragmatic transfer or not seems again to be too complex a situation to decide which of the factors (English proficiency, exposure to English, or confidence in using English) plays a decisive role.

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Wasserman, Gertruida Petronella. "Modality on trek : diachronic changes in written South African English across text and context / G.P. Wasserman." Thesis, North West University, 2014. http://hdl.handle.net/10394/13042.

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This study describes the diachronic development of modality in South African English (henceforth SAfE) from the early 19th century up to its contemporary state (1820s to 1990s) in the registers of letters, news, fiction/narrative and non-fiction, on the basis of the theoretical framework of socio historical linguistics and the empirical approach of corpus linguistics. Both quantitative and qualitative analyses are conducted for modal and quasi-modal verbs, by means of the newly compiled historical corpus of SAfE and ICE-SA (with the addition of Afrikaans corpora for comparison). The study explores general frequency changes, register-internal changes and macro- and micro semantic changes, with the focus of the main semantic analysis more strongly on the obligation and necessity cluster1. A set of parameters is compiled for analysing the strength of obligation in the modals must and should, and the quasi-modal HAVE to, and is applied in the micro semantic analyses. The findings are compared with the trends for modality in other native English’s, such as American, British and Australian English (cf. e.g. Mair & Leech, 2006; Collins, 2009a; Leech, 2011), in an attempt to present a complete and comprehensive description of SAfE modality, as opposed to the traditional approach of focusing on peculiar features. It is reported that the trends of modality in SAfE correspond to those of other native varieties in some cases, but do not correspond in others. The modals of SAfE for example have declined more and the quasi-modals have increased less over the 20th century than in other native varieties of English. One particular case, in which SAfE is reported to be unique among other varieties, is the quantitative and qualitative trends for must, which has some implications for the manifestation of the democratisation process. Must in SAfE has not declined significantly over the 20th century (as it has in other native varieties) and has become less face threatening, since uses with a median (weaker) degree of force are just as frequent as those with a higher degree of force by the 1990s (unlike in other native varieties, where must has become restricted to high-degree obligative contexts). Based on socio historical, as well as linguistic evidence (on both quantitative and qualitative levels), language contact with Afrikaans is posited as the main influence for the increased use of must in contexts that are not face threatening. Extrapolating from the semantic findings, some new insights are offered regarding the phase in which SAfE finds itself within Schneider’s (2003) model of the evolution of New English’s, and some support is offered for Bekker’s (2012:143) argument that “SAfE is ...the youngest of the colonial varieties of English”, especially in the Southern Hemisphere. Ultimately, this thesis offers a piece in the larger puzzle that is SAfE, both in terms of linguistic (textual) and socio historical (contextual) aspects.
PhD (English), North-West University, Vaal Triangle Campus, 2014

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Au, Suk-ying. "A study of students' responses to their teachers' written feedback on writing." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161793.

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Fong, Wai-lin Yvonne, and 方慧玲. "Written English errors of eighth graders in an Anglo-Chinese school inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949022.

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Onysko, Alexander. "Anglicisms in German : borrowing, lexical productivity, and written codeswitching /." Berlin [u.a.] : de Gruyter, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2891393&prov=M&dokv̲ar=1&doke̲xt=htm.

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Yang, Ranran. "Changes in English writing in computer mediated communication a case study." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/452.

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This research study aims to identity the shifts in form and function of English writing in Computer Mediated Communication (CMC) and determine whether writing changed through CMC. It critically evaluates English writing in CMC in South Africa, and includes a case study of both synchronous and asynchronous forms of CMC. Chapter 1, outlines the problem concerning the changes of writing in both form and function in the present age of CMC. This chapter, also gives a detailed description and outlines the methodology of this study. Chapter 2, centres on the historical and theoretical aspects of writing using the work done by scholars such as McLuhan, Shlain and Baron. The literature is divided into two subsections. The research and theories highlights the importance and complexity of writing in human history. It also gives insight into understanding the impacts of different mediums on writing. This chapter similarly depicts an understanding in the use of writing to represent language, and in particular, how speech and writing divvied up communication functions in literature societies. Chapter 3, gives a detailed theoretical and critical outline of writing in the present age of CMC. Based on the nature of the computer medium, writing in CMC often has its own characteristics which can serve both developmental and social purposes. The aim of this chapter is to grasp an appropriate analogy through which to capture the changes the computer technology would engender in writing communication, and re-examine the relationship between writing and speech in CMC. Chapter 4, comprises of an empirical research study done in South African on-line discourse, focusing on the changes of writing in CMC. The hypothesis of this case study is that writing in CMC differentiates the conventional writing in a variety of ways. Therefore, the study looks at the particular writing style in CMC and determines whether computer-mediated writing is gradually becoming a mirror of speech. This chapter explains methodology and the process of data coding in this case study. It also includes a summary of the survey results, as well as a discussion of the findings from this case study. Chapter 5, includes a conclusion of this study and suggestions for further research. It is the hope of the researcher that this study will provoke questions and thoughts for further inquiries.

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Lau, Chi-leung Allen. "A study of errors made by F4 students in their written English with special reference to determiners." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31943652.

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Diercks-Gransee, Barbara Ann. "Curriculum-based measurement in written expression at the high school level." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006diercks-granseeb.pdf.

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Dindic, Kominlija Lejla. "Teachers' Response to Pupils' Written Work in year 9." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29797.

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The purpose of this study is to examine how a group of experienced teachers of English respond to pupils’ written work in year nine. Further, this study also examines what kind of responses a teacher of English gives to some pupils’ texts. The methods used combine semi-structured interviews and analysis of one teacher’s response to six texts written by pupils in year nine to gather the data needed. The main findings concern experienced teachers’ of English thoughts about providing feedback to pupils’ written work and the results from the analysis of a teacher’s response to six pupils’ texts. The teachers find it important to maintain a good balance between criticism and encouragement when providing feedback to pupils’ written work. Teachers use different formats and approaches depending on the type of learners and the type of texts and they always use predetermined criteria when responding to pupils’ written work. Further, the results from the analysis of the teacher’s response to six pupil texts show that the teacher focuses on language, content and task-specific requirements when responding to pupils’ written work.

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Kidd, Julie Kelly. "The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-171318/.

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McIntosh, Janet Elizabeth. "The influence of gender on secondary English students' written responses to text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/NQ41075.pdf.

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Chan, Oi-ki, and 陳靄棋. "Developments in the representation of English loanwords in Hong Kong written Cantonese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46701291.

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Hamdan, Abdullah Shakir. "Coherence and cohesion in texts written in English by Jordanian university students." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252701.

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Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Written peer response is an important tool in English for academic purposes." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65219.

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Over the past fifteen years, the process approach to composition, which was originally developed for first language instruction, has become popular among ESOL writing teachers. A key component of this approach is peer response (also known as peer review, peer feedback, peer editing, and peer evaluation),in which students read each other’s papers and provide feedback to the writer, usually answering specific questions the teacher has provided. In most cases the questions focus on organization and style, rather than surface-level grammar or spelling mistakes.

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Dissertations / Theses on the topic 'Written English'

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